Research On The Enhancement Of Interdisciplinary Competency Among Teachers In Higher Education

The curriculum transformation and talent cultivation reform of universities are urgently required to further meet the requirements put forth by society.Higher edu-cation’s connotative development is dependent on teachers continually improving interdisciplinary competency and scientific research vitality.In this context,supporting college teachers’ continued professional development has assumed importance,and college teachers’ increased interdisciplinary competency is now receiving focus.Un-like othere ducators,college educators employ multidisciplinary knowledge to examine and solve problems before creating new knowledge structures in contexts of research and teaching.This process is referred to as interdisciplinary competency.The study of interdisciplinary competency enhancement of college educators helps to scientifically evaluate and college teaching reform.Therefore,by analyzing the current situation of interdisciplinary courses and tenured teachers in University of L,with the relevant policy support and suggestions,the study aims to improve interdisciplinary competency of university teachers.Using the self-designed interdisciplinary competency dimension system of tenured teachers,the accompanying interview outline and questionnaire as the main research tools,this study summarizes the research results from four aspects: tenured teachers,course organization,faculty team,and teaching management.For tenured teachers: promotion of knowledge enhancement,expansion of research horizons,collaboration ability,and recognition of interdisciplinary values.Knowledge and affective enhancement are related to the faculty team.Teaching ability is influenced by the curriculum organization,and research ability enhancement occurs more in the discipline area.For curriculum organization: The curriculum organization at U of L can be divided into three types: integration,linkage,and supplementation.Interdisciplinary teaching ability needs to be improved,and the supplementation type of curriculum organization is excellent in terms of affective enhancement.For faculty team: The faculty team of U of L can be divided into three types of orientation:interest,professional and teaching.Professional orientation is significant in knowledge enhancement,and interest orientation is significant in affective enhancement.For teaching management: The university’s Academic Affairs Office and Faculty Teaching Development Center have given institutional provisions and resources to support interdisciplinary courses.Based on the results of the above analysis,this study tries to create a model of "two-three system" to improve the interdisciplinary competency of university teachers,and makes suggestions from four aspects: teachers,course organization,faculty team and teaching management.For teachers,we need to develop a better teaching evaluation system to focus on affective development: to raise the threshold for students to take courses;to avoid the mandatory participation of administrative assessments;and to optimize the assessment criteria for teaching.For curriculum organization,we need to improve the relevant regulations to improve the curriculum plan: prevent the risk of "generalization" orientation;avoid the tendency of "discipline-oriented" design;and curb the tendency of "wild-oriented" development.For faculty team,we need to use the effectiveness of the atmosphere to transform a teaching team to a research team: to establish a fair basis and a common vision;to create a good atmosphere and emotional connection;to clarify common tasks and assessment indicators.For teaching management,we need to standardize the relevant systems to provide the necessary guarantee: set up a special fund pool;organize regular teaching seminars and professional guidance;give appropriate administrative convenience to enhance the enthusiasm of teachers’ participation.