The Study On The Construction Of Precision Teaching Ability Model Of College Teachers Based On Rooted Theory

The new generation of information technology represented by big data and artificial intelligence is developing rapidly,giving new vitality to precision teaching and injecting new vitality into the cultivation of talents and education teaching in colleges and universities,and exploring precision teaching driven by data and technology is gradually becoming a hot spot for research.As practitioners of education and teaching,teachers are facing huge challenges brought about by changes in the teaching ecology,innovations in educational philosophy,the increasing personalised learning needs of learners and the needs of teachers’ own development,all of which have brought enormous pressure on teachers to carry out precision teaching practices.Based on the above background,this study focuses on the construction of a precise teaching competence model for university teachers,and mainly discusses three questions: what is the connotation of precise teaching competence of university teachers?How to construct a model of precise teaching ability of university teachers and what are the constituent elements? How to effectively promote the development of precise teaching competence of university teachers? In order to answer the above questions,this study carries out research on the theory and connotation of precise teaching ability of university teachers,research on the construction of precise teaching ability model of university teachers,and research on the interpretation and development strategies of precise teaching ability model of university teachers.The part of the study on the theory and connotation of precision teaching ability of university teachers.This part adopts the literature analysis method,firstly,it provides an overall understanding of the current situation of research on precision teaching and teachers’ teaching competency at home and abroad,on this basis,it defines the concept of precision teaching competency of university teachers,and sorts out the theoretical bases such as behaviourism theory,competency structure theory,competency quality model and pair activity theory,so as to provide a theoretical basis for the subsequent research on model construction,connotation and strategy.The research section on the construction of a model of precision teaching competencies for teachers in higher education.This part uses a combination of qualitative and quantitative research methods to conduct an in-depth study on the construction and validation of the model of precision teaching competencies of university teachers.Firstly,we coded and analysed the interview data of six education experts and university teachers as well as 98 related core literature,and initially constructed a model of university teachers’ competency in precision teaching,which included three competency dimensions of data technology layer,teaching practice layer and teacher development layer,as well as nine competency categories and 38 competency elements.In order to verify the scientificity and validity of the model,based on the coding results,combined with the interview data and literature data,a questionnaire on the precise teaching ability of university teachers was designed,and expert opinions were sought through the issuance of expert consultation questionnaires,modified and improved according to the expert opinions,and then distributed among university teachers.Based on the results of the analysis,the competency model for university teachers was revised and finally formed into a competency model consisting of 3 competency dimensions,9 competency categories and 34 competency elements.The study of the interpretation and development strategies of the competency model of precision teaching of university teachers.Combined with the results of the empirical study,the connotations of each dimension and competency element of the university teachers’ precision teaching competency model constructed in this study are interpreted,and the development strategies of university teachers’ precision teaching competency are proposed from the macro perspective of external support for universities and the micro perspective of teachers’ self-development respectively.To sum up,in the context of the era of data and technology-driven teaching,this study selects university teachers as the research object,conducts an in-depth study of their precision teaching competencies,innovates the research content of precision teaching-related research,expands the research objects of precision teaching competency research,and combines both qualitative and quantitative research methods to construct a model of university teachers’ precision teaching ability and analyse the components of university teachers’ precision teaching ability in different dimensions,which has certain significance for the development of precision teaching in universities and the promotion of university teachers’ professional development.