Research On The Problems And Strategies Of University Classroom Teaching From The Perspective Of Excellent Teaching

In 2018,Ministry of Education held the National Conference on Undergraduate Education in New Era,which emphasized the importance of undergraduate education.Classroom is the main place of undergraduate education and it's also the first defense to cultivate talents of moral character.The quality of classroom teaching has a strong impact on students' academic achievements and future development,but it is not excellent in our country.Uninteresting and silent classroom is increasingly becoming the enemy of students.A first-class university must have excellent teaching.In the era of globalization,if we want to stimulate the potential of Chinese higher education,we need to reposition the classroom teaching and regard excellent teaching as the high-level goal of university.University excellent teaching is a kind of activity in which teachers and students learn advanced knowledge in classroom,it's ahead of mediocre and general teaching and pursuing better and better performance.Pursuing excellent teaching has become the general trend of higher education in the world.Taiwan put forward the policy of rewarding university excellent teaching in2004.Sichuan University established excellent teaching award in 2014.The UK government proposed ‘Teaching Excellence Framework' in 2015.There are some problems are revealed through the literature review: First,a systematic concept of excellent teaching has not been formed;second,there is no empirical research for excellent teaching on the classroom level;third,there are many tools for classroom teaching evaluation,but not perfectly suitable for excellent teaching.Advanced knowledge is the key point of university teaching;Scholarship of teaching is the outstanding character of university teaching;Flow experience is the high-level demand of university teaching.Therefore,this research constructs an excellent teaching framework based on above theories and it's revised by Delphi method,student interview and prediction test.The revised framework includes 7 dimensions and 31elements:explanation of knowledge,moral cultivation,classroom interaction,teachingorganization,scholarship of teaching,cognitive gains and process experience.We developed a questionnaire according to the excellent teaching framework,then adopted random sampling to investigate the undergraduate students from S University.A total of970 questionnaires,the recovery of 940 questionnaires,recovery rate is 96.9%,864 valid questionnaires,effective rate is 91.9%.Then,the statistical analysis software SPSS23 and MAXQDA20 were used to analyse data and information.In order to have a deeper understanding of the current situation of classroom teaching in various dimensions,5 respondents are invited for in-depth interviews.The results show that current classroom teaching is still some room for improvement.Students' satisfaction with the classroom teaching is 3.44.The average score of classroom teaching is 3.53,the scores of 7 dimensions are as follows:teaching organization(3.81)>explanation of knowledge(3.69)>moral cultivation(3.68)>classroom interaction(3.55)>scholarship of teaching(3.52)>cognitive gains(3.26)>process experience(3.15).Through independent sample t-test and one-way ANOVA,we found that(1)There are significant differences in gender,the scores of male students are significantly lower than female in the five dimensions of explanation of knowledge,moral cultivation,classroom interaction,teaching organization and scholarship of teaching;(2)There are significant differences in age,the scores of post-90s' students are significantly lower than post-00s' students in the six dimensions of explanation of knowledge,moral cultivation,classroom interaction,teaching organization,cognitive gains and process experience;(3)Students of different nationality only have significant difference in teaching organization,and the scores of minority students are significantly lower than Han students;(4)Students of different identity only have significant difference in teaching organization,and the scores of normal students are significantly lower than non-normal students;(5)There are significant differences in grade,the scores of senior students are significantly lower than freshmen and sophomores in explanation of knowledge,moral cultivation,classroom interaction,teaching organization;(6)There are significant differences in subject,the scores of natural science are significantly lower than humanities and sociology in explanation of knowledge,moral cultivation,classroom interaction,scholarship of teaching,cognitive gains and process experience;(7)The seven dimensions of explanation of knowledge,moral cultivation,classroom interaction,teaching organization,scholarship of teaching,cognitive gains and process experience have significant positive correlation at the level of 0.01;(8)The result of multiple linear regression analysis shows that cognitive gains(?=0.525),explanation ofknowledge(?=0.158),process experience(?=0.141),moral cultivation(?=0.098)and classroom interaction(?=0.077)have significant impact on students' satisfaction with classroom teaching.According to the results of questionnaire and interview,we found that there are some problems in classroom teaching from the perspective of excellent teaching:(1)Students' process experience of classroom is difficult to reach ‘flow';(2)There is no deeper progress in students' cognitive gains in classroom;(3)There are less academic character in classroom teaching.(4)Building moral character remains to be deepened in classroom teaching;(5)Little attention is paid to gender differences in classroom teaching;(6)Post-00s' students bring a new round of challenges to university;(7)"Senior students phenomenon" restricts the improvement of university teaching quality;(8)The teaching quality of natural science needs to be improved.There are some strategies for existing problems: First,creating flow experience in university classroom.(1)Stimulating students' intrinsic learning motivation;(2)Improving the interaction quality between teachers and students;(3)Balancing the relationship between learning challenges and students' abilities in classroom.Second,relying on the deep teaching to promote the high-level development of students.(1)Teachers should learn to reflect to improve their professional quality;(2)Increasing students' academic challenges reasonably to improve teaching quality.Third,promoting scholarship of teaching in classroom teaching.(1)Reforming school systems to promote the status of teaching;(2)Encouraging the transformation of research achievements into teaching resources.Fourth,developing ideological education of curriculum in teaching:(1)Awakening teachers' awareness on ideological education in curriculum;(2)Mining moral elements in curriculum.Fifth,teaching students based on their characteristics.(1)Developing students' potential according to gender differences;(2)Conforming to the distinctive characteristics of post-00s' students;(3)Solving ‘Senior students phenomenon' based on grade;(4)Presenting the unique charm of the different subjects.