Analysis On The Status Quo And Causes Of Teachers' Authority In Colleges And Universities Under The Background Of Ubiquitous Learning

The advent of the ubiquitous learning era has had a huge impact on the learning environment and learning styles of learners.In the context of ubiquitous learning,people are also greatly interested in thinking the necessity and current situation of teachers' authority in colleges and universities.Based on Max Weber's theory of sources of authority and Clifton's and Roberts' s two-dimensional four-factor theory of teachers' authority,this study investigated 2641 students and 16 teachers in two universities in Tianjin on the current situation of teachers' authority in colleges and universities under the background of ubiquitous learning,and analyzed the causes of the current situation of teachers' authority in colleges and universities under the ubiquitous learning environment,and put forward the construction strategy.The survey results show that,on the whole,the authority level of college teachers in the context of ubiquitous learning is generally above the middle level,but there is indeed a certain degree of elimination.There are cognitive differences in the level of teacher authority between college teachers and students,and between students of different stages.Undergraduates and graduate students believe that traditional authority,legal authority,professional authority,and inspiring authority are all weakened to a certain extent.Generally speaking,college teachers believe that teacher authority is showing a dispelling trend in these four dimensions.Among them,higher vocational teachers recognize the authority of college teachers more than teachers at the postgraduate and undergraduate level.At the same time,the reasons for the dissolution of university teachers' authority are analyzed: the transformation of educational concepts,the development of information technology and the "magnifying glass" of public opinion media have impacted the traditional authority of teachers.The improvement of students' concept of democracy and equality,the reform of educational system,and the ambiguity of teachers' power and responsibility have weakened the legal authority of teachers.The sharing of network resources and the low professional level of some teachers has weakened the professional authority of teachers.The lack of closeness between teachers and students in colleges and universities,imperfect performance evaluation system for college teachers,and decline in moral quality of some teachers,and the lack of teaching by words and deeds dispels teachers' inspirational authority.In addition,through analysis,it is found that there are not only differences between teachers and students,between students and students,but also differences between genders,educational backgrounds,and colleges in the perception of the authority level of college teachers.Except that women are higher than men in the dimension of inspiring authority,there are no significant gender differences in the other three dimensions.In terms of traditional authority and legal authority,undergraduates and higher vocational students are significantly higher than graduate students.In terms of professional authority and inspiring authority,there is no significant gender difference.There is no significant difference between professional authority and inspiring authority among the students of the two colleges,but there is a significant difference between traditional authority and legal authority.Higher vocational students recognize teachers' authority more than undergraduates.Finally,according to the current situation of teachers' authority in colleges and universities,the paper puts forward the corresponding strategies for remolding teachers' authority.First,clarify ideas and reshape teachers' view of authority;Second,promote the custom of respecting teachers and change the traditional authority;Third,join forces to safeguard legal authority;Fourth,strengthen professional quality and enhance professional authority;Fifth,enhance personal charm and promote inspirational authority.