Study On The Impact Of Reserch-driven Teaching Ability On Teachers' Instructional Development

With the in-depth development of the “Double-First Class” construction,the reform of higher education continues to advance,and the development of college teachers' education and teaching to improve the quality of higher education has become an inevitable choice for my country's higher education reform.The fundamental task of higher education is to train talents.To cultivate high-quality innovative,compound,and applied talents,it is necessary to build a team of high-quality teachers with strong scientific research and teaching capabilities.The development of teachers' instructional is an important way for the construction of teachers' quality in colleges and universities,and it is also the basic guarantee for the reform of teaching in colleges and universities.Insufficient teaching ability of teachers affects the quality of talent training.University education will also face a series of dilemmas and challenges.From the perspective of adjustment focus theory,this study takes college teachers as the research object and discusses the impact of scientific research-driven teaching ability on teachers' instructional development.On the basis of reviewing and combing the relevant literature,starting from the text analysis of grounded theory,a conceptual analysis framework for university teachers' research-driven teaching ability is proposed.Combining the adjustment focus theory,the intermediary influence mechanism of individual adjustment focus on university teachers' instructional development is put forward.On this basis,the mechanism model of the impact of scientific research-driven teaching ability on teacher's instructional development is proposed,and the corresponding theoretical research hypotheses are proposed.With the purpose to test the hypothesis,the sample data was obtained by means of a questionnaire survey,and the data was analyzed using SPSS18.0 and Amos26.0 software to explore the affect of each dimension of scientific research-driven teaching ability on the teachers' instructional development with the role of personal adjustment focus.The results verify the mediating role of individual adjustment focus on scientific research-driven teaching ability and teachers' teaching development.The main findings of this study indicate:(1)Scientific research-driven teaching ability directly affects teachers' instructional development.Specifically,teachers' teaching abilities,teachers' scientific research abilities,and personal development motivation have positive correlation to teachers' instructional development.The ability to cooperate and communicate is not significant to the teacher's instructional development,and must be established through intermediary factors.(2)Personal adjustment focus has a positive impact on teacher's instructional development.Personal promotion adjustment focus has a significant positive correlation with teachers' instructional development.Personal prevention adjustment focus will also positively promote teachers' instructional development.(3)The adjustment focus is the intermediary effect between scientific research driving teaching ability and tteacher's instructional development.Specifically,The individual's adjustment focus have a positive impact on the teachers' instructional development through the ability of complete intermediary cooperation and communication.The focus of personal promotion adjustment plays a part in mediating the positive influence of teachers' teaching ability,teachers' scientific research ability and personal development motivation on teachers' instructional development,while the defensive adjustment focus' s intermediary effect is not established.This article enriches the theoretical research perspective of teachers' instructional development in colleges and universities,puts forward the capacity dimension of scientific research-driven teaching development,and clarifies the interrelationship between scientific research-driven teaching ability,personal adjustment focus and teacher's instructional development.This article puts forward suggestions for promoting the teaching development of teachers,and provides references for the quality construction of college teachers.