Marx said: "All social life is practical in essence." This is a scientific revelation of the essence of human society. Practice is a social activity for human beings to explore and transform the objective world.
It is also the fundamental way for all talents to grow. Without practice, theory and practice, it is impossible to link subjectivity and objectivity and achieve harmony and unity. Personal practical activities have a positive impact on the development of ability. Practical ability can be understood as
The ability to practice. Specifically, it refers to the ability of the subject to transform the object purposefully and consciously, in which the subject is a person with subjective initiative and the object is the object to be recognized or transformed by the subject. Practical ability is in practical activities.
Formation and reproduction, that is, only through practical activities can we truly understand people's practical ability. Ability is always reflected in activities, which is a psychological feature to control the smooth progress of activities.
With the deepening of China's higher education reform, cultivating talents with comprehensive practical ability and innovative ability has become the top priority of higher education personnel training. From the perspective of ensuring teaching quality and personnel training objectives,
The society will put forward higher requirements for the professional skills of college teachers. Colleges and universities, especially engineering colleges, should clearly understand the situation, seize the opportunity, take active measures, strengthen young teachers' understanding of practical teaching, and actively participate in society.
Practice, improve their practical ability, and lay a solid foundation for cultivating innovative talents with comprehensive practical ability.
Social practice is the premise for young teachers to externalize knowledge and skills into teaching ability. Teaching practice is a necessary condition for young teachers to internalize their knowledge and skills into teaching ability. Young teachers need to cultivate their thoughts and expand their abilities in social practice, and also need to get the collision between teaching guidance and wisdom sparks in teaching practice, and also need to reflect and improve their educational thoughts and teaching practice in time.
Second, the cultivation of young teachers' teaching ability must take social practice as the carrier.
As the saying goes, "it takes hard work to strike while the iron is hot." In order to cultivate applied innovative talents with strong adaptability, wide knowledge and strong hands-on ability, it is very important to establish a "double-qualified" teaching team. Only teachers have it.
Excellent practical skills can better cultivate students' practical ability. In the general standard of "National Engineering Education Professional Certification Work Manual", it is clearly stipulated that there should be an appropriate proportion of professionals with engineering experience.
Professional teachers, a certain number of enterprises or industry experts as part-time teachers. This fully embodies the necessity of cultivating young teachers' practical ability in engineering colleges. It can be predicted that reform is an important content of higher engineering education in China.
It is the cultivation of "double-qualified" teachers.
In the 20th century, Ortega, a famous thinker, pointed out that universities need long-term and permanent contact with science, otherwise they will shrink and degenerate. But also need to keep in touch with public life, historical facts and the whole real environment.
Universities must be open to the whole real environment in which they live, must devote themselves to real life, and must be integrated into the external environment as a whole. This shows that universities not only need scientific research, but also need to expand social contacts in order to maintain a lasting life.
Force. As young teachers who lack social practice experience, only by participating in different levels of practice and scientific research activities can they understand and master all aspects of engineering practice and the specific construction sequence of a practical project.
What is it like, what practical problems will be encountered in construction, and how to solve them. If business school teachers have no experience in working in enterprises, how can they guide and understand the actual business activities and processes of enterprises? work
As a practical tutor, only by participating in social practice and improving the social practice experience in related fields can we transform the subject knowledge into educational knowledge and combine the knowledge points in our professional field with social reality in the teaching process.
Practice expressing it in some simple and easy-to-understand forms for students to accept.
Teacher-oriented "remarks" Our education has not yet adapted to the requirements of economic and social development and the requirements of the state for talent training. "With the promulgation and implementation of the Outline of the National Medium-and Long-term Education Reform and Development Plan, the development of the national engineering education professional certification and the implementation of the training plan for outstanding engineers, the construction and reform of the teaching staff is imperative, and there will definitely be requirements for the social practice ability of teachers, especially young teachers.
Young teachers are the backbone of the school's future development, and it is the advantage of the school's development to cultivate and build a team of high-quality young teachers who meet the needs of the current social engineering education reform and development. Social practice is the need and carrier for young teachers to improve their professional ability and their own quality, and it is also one of the important links in school teaching.
Third, the cultivation of young teachers' teaching ability must pay attention to teaching practice.
In China, non-normal graduate students can directly serve as teachers in colleges and universities after graduation, which determines from the system that most college teachers have not undergone systematic vocational training, and it is inevitable that they lack teaching skills in practice.
Yes In essence, teachers' teaching ability refers to some abilities that teachers should have in classroom teaching, including teaching design ability, knowledge organization and imparting ability, teaching activity organization ability, classroom management ability and language expression ability.
Strength, interpersonal skills, teaching and research capabilities, as well as teaching reflection, monitoring and upgrading capabilities.
At present, the newly introduced young teachers mainly complete the role change from students to teachers through pre-job training, but there are some problems in this training form, which are as follows: First, the content of teacher training is poor.
What is biased is that the existing teacher training mainly focuses on relevant educational laws and regulations, educational theory, educational technology and foreign language ability, as well as knowledge and problems directly related to teaching activities such as teaching theory, curriculum theory, teaching methods and teaching effect evaluation.
Lack of discussion. Second, the training mechanism is not perfect. In most schools, the personnel department is responsible for teacher training, and the combination of teacher training with teaching research, teaching reform and classroom teaching is not enough. Third, there is little professional training.
Teachers and trainers have not deeply understood the actual needs of young teachers in teaching skills and curriculum development.
The separation of teaching theory and practice is a well-known "paradox" phenomenon in the teaching field. It means that teaching theory and teaching practice can not be well combined, teaching theory can not guide teaching practice, and teaching practice can not.
There is a certain distance between them. Colleges and universities generally carry out young teachers' teaching practice around three aspects: teaching theory learning, teaching methods and technical training, teaching design and teaching practice. country
In terms of teaching content, the evaluation index of classical courses clearly requires that the relationship between classics and modernity, theory and practice should be handled well, and students' practical ability and innovation ability should be cultivated in practical teaching. At present, colleges and universities pay more attention to teaching theory than teaching practice.
Teaching practice is the organic combination and unity of science and art. Combining teaching theory with teaching practice, taking teaching theory as the guide and teaching practice as the main body, we can experience the artistry and creativity of teaching ability in practice. Most young teachers undertake certain teaching tasks, and the best way to improve teaching practice ability in daily teaching work is to actively participate in practical teaching.
Fourthly, the training mode of young teachers' teaching ability combining social practice with teaching practice.
The cultivation of young college teachers' teaching ability is a long-term, dynamic and complicated process. It needs to be influenced and restricted by social environment, school system, students' personality, young teachers themselves and other related factors. Practical factors play an important role in the cultivation of young teachers' teaching ability. Only practical tutors can cultivate students with practical ability and innovative ability.
Social practice, as a carrier to improve teaching ability, can help young teachers to master new materials, new equipment and new technologies in time and their specific applications in engineering, and adjust the teaching content on this basis to convey it to students to the greatest extent.
New knowledge and skills can improve teachers' teaching ability. The forms of social practice can be: enterprise attachment, horizontal or vertical projects of school-enterprise cooperation, young teachers' practice base, enterprise postdoctoral, etc. As a way to improve teaching ability
As the main body of strength, teaching practice can help young teachers to complete the transformation from teaching theory to teaching ability, which is the expansion and embodiment of teaching theory. The forms of teaching practice can be: microteaching, on-site teaching observation and teaching experience.
Communication, young teachers' teaching competition, tutorial system, guiding college students' competition, etc.
To sum up, the main task of higher education is to cultivate talents with comprehensive practical ability and innovative ability. The key to realize this task is to improve the teaching ability and practical ability of college teachers, especially young teachers.
Social practice ability and teaching practice ability are the key factors to improve young teachers' teaching ability. Young teachers in colleges and universities are not born educators, and educators must be educated first. Of course, it is necessary to improve the practical ability of young teachers.
It is necessary to reform the current teacher evaluation and employment system, and the state needs to introduce corresponding supporting policies for the reform of college teachers' evaluation, evaluation and employment, and encourage young teachers to take up their posts in enterprises and actively participate in teaching practice activities.