| In recent years,with the construction of "double first class" in Colleges and universities in full swing,the whole school once again blowing up a scientific research.Some colleges and universities in order to attract "the Yangtze River","outstanding",outstanding doctoral graduates at heavily careers.In order to improve the output of school papers,colleges and universities racked their brains to mobilize teachers to report projects and do scientific research.In the evaluation of professional titles,the hard index of scientific research is the gap that teachers can never cross.But at the same time,university teaching has become the people to keep from talking about the topic.The new teacher’s pre job training has become a mere formality".A small number of teaching supervision has become the face of the past on the line "hee hee ha".Teaching evaluation turns into a wind blowing assault.The quality of teaching has become a "vacuum".More and more researchers begin to research in words,as the standard time,university teaching actually decide on what path to follow? How should the quality of higher education be discussed? What is the significance of the loss of soul for the development of university?In order to balance the relationship between teaching and research,and put the core position of teaching in higher education,American scholar Boyer put forward the concept of teaching scholarship.Based on the continuation of his successor Boyer teaching academic thought on the development of the academic and academic research,and put forward higher requirements on the teaching practice of academic teachers in Colleges and universities.This study draws on the research achievements of Boyer and his successors on teaching scholarship,and puts forward new requirements for teachers’ teaching ability in the new period.Researchers draw on the American academic Michael Theall and John A.Centra proposed the academic ability framework of teachers’ teaching,and compiled the interview outline of teachers’ academic ability.Because of the limited abilityof researchers,only in-depth interviews were conducted among six teachers from different universities in S university.By using the method of grounded theory,this study concluded that the poor S University Teachers’ teaching ability of the academic conclusion: teachers are more serious in teaching attitude,but the teachers pay attention to the teaching level as before;teacher teaching knowledge and innovation ability is generally good;teachers and students interact privately,but in the classroom,interaction unilaterally;teacher teacher interaction in the scientific research center,one of the theme of teaching reflection;low level of reflection,record the results and be less open.On this basis,this study explores the factors that restrict the improvement of academic ability of University teachers.These factors include national policy,individual teachers and so on,but the most concentrated is the institutional mechanism of colleges and universities.Finally,combined with the surveyed teachers’ expectations and related theories,this study puts forward some suggestions for the teachers to improve the academic ability of teaching: first,the establishment of academic teaching concept,to create a good atmosphere to teaching;second,hire pay more attention to the teaching of teachers,input fresh blood for the University;third,the establishment of Teacher Education Development Center,build the development of teaching platform;fourth,establish and perfect the teaching evaluation mechanism,using incentive teaching baton;fifth,to strengthen the teaching supervision mechanism of teaching misconduct zero tolerance;sixth,to cultivate future teachers,new teachers to alleviate anxiety. |
