Teachers in higher vocational colleges should have good scientific research quality to promote the healthy and sustainable development of higher vocational colleges. The present situation of teachers' scientific research quality in higher vocational colleges does not adapt to the rapid development of higher vocational education. This paper analyzes the subjective and objective factors that affect the scientific research quality of higher vocational teachers, and puts forward that higher vocational colleges should change their concepts, strengthen guidance, strengthen management, improve the system, and constantly improve the scientific research quality of higher vocational teachers.
Paper Keywords: higher vocational teachers; Quality of scientific research; Influencing factors; Promotion method
As an important part of higher education, higher vocational education has achieved good development in recent years, cultivated a large number of practical and highly skilled talents for economic and social development, and made positive contributions to meeting people's diverse educational needs. In order to further improve the quality of personnel training in higher vocational colleges, we must strengthen scientific research, change teachers' knowledge structure through scientific research, improve teachers' practical ability to use technology, reform classroom teaching content and promote the improvement of teaching quality. At present, the overall scientific research level of higher vocational colleges is not high, the school scientific research atmosphere is not strong, and teachers' scientific research ability is not strong. The fundamental reason is that teachers' scientific research quality needs to be improved. Analyzing the subjective and objective factors that affect the scientific research quality of higher vocational teachers is helpful to "prescribe the right medicine", improve the scientific research ability of higher vocational teachers in many ways and promote the sustained and healthy development of higher vocational education.
First, the factors affecting the scientific research quality of higher vocational teachers
There are many factors that affect the quality of higher vocational teachers' scientific research, which can generally be divided into subjective factors and objective factors.
(A) the subjective factors affecting the quality of scientific research of higher vocational teachers
Judging from subjective factors, there are two main factors that affect the quality of higher vocational teachers' scientific research: concept and practice. Concepts are mainly teachers' understanding and recognition of scientific research and the value orientation of teachers' participation in scientific research. And practice is the time and energy input of teachers in scientific research.
1. Teachers in higher vocational colleges have insufficient understanding of the proper position of scientific research and weak awareness of scientific research.
Higher vocational colleges have been established for a short time, and some of them have been upgraded from secondary colleges. Many teachers only attach importance to teaching and think that as long as teaching is done well, they have not formed a good sense of scientific research. A considerable number of higher vocational teachers have not fully realized the organic unity and mutual promotion of scientific research and teaching. Teachers in higher vocational colleges' understanding of the importance of scientific research determines their attitude towards scientific research. Because teachers' understanding of the status of scientific research is not in place, their attitude towards scientific research is naturally not very positive, which affects the improvement of teachers' scientific research quality.
2. Teachers in higher vocational colleges don't master the basic scientific research methods and are in urgent need of scientific research training.
Teachers' scientific research ability is the most important basis to determine the quality of teachers' scientific research. At present, the lack of scientific research training in continuing education of higher vocational teachers is an important reason for the low quality of teachers' scientific research. At present, the education and training of higher vocational teachers still pay attention to the improvement of academic level, while the pre-service education and post-service continuing education of higher vocational teachers do not pay attention to the training of teachers' scientific research skills and methods, which is not conducive to the improvement of teachers' scientific research consciousness.
3. Teachers in higher vocational colleges are lagging behind in updating their knowledge and concepts, and do not have the foundation to engage in scientific research.
The improvement of higher vocational teachers' scientific research ability depends on their self-study and self-improvement. Facing the contradiction between the requirements of higher vocational education reform and the weak scientific research foundation of higher vocational teachers, improving the scientific research quality should be an important reason for higher vocational teachers to learn by themselves. Teachers' enthusiasm and attitude towards autonomous learning are often positively related to teachers' scientific research quality.
4. Higher vocational teachers have limited time and energy for scientific research, which affects the cultivation of scientific research quality.
Due to the rapid development of higher vocational colleges in recent years, there is a general shortage of teachers, and the teaching workload of teachers is too heavy. Time and energy are limited, and heavy teaching tasks and scientific research conflicts are inevitable. Many higher vocational teachers are tired of coping with daily teaching work, especially young teachers, who are too busy preparing lessons and preparing for exams to take care of scientific research, so naturally they have no more time and energy to devote to scientific research. Due to the limited time and energy for teachers to invest in scientific research, it naturally restricts the cultivation of teachers' own scientific research quality and the improvement of the overall scientific research level of higher vocational colleges.
(B) the objective factors affecting the quality of higher vocational teachers' scientific research
1, the existing management system has disadvantages.
(1) From a macro point of view, for a long time, the evaluation of teachers' professional titles in higher vocational colleges and ordinary undergraduate colleges is a series, that is to say, there is no substantive difference between the evaluation contents and methods. Although higher vocational colleges belong to the ranks of ordinary colleges and universities, their school-running orientation is very different from ordinary colleges and universities, and their scientific research orientation should also be different from ordinary colleges and universities. Therefore, the evaluation of scientific research in the evaluation of teachers' professional titles in higher vocational colleges should also be treated differently, and the evaluation standards of ordinary universities should not be applied. (2) From the microscopic point of view, in line with the current personnel system, the evaluation of teachers' professional titles in most higher vocational colleges is basically a lifelong evaluation, and scientific research has become the passive product and the only motivation for teachers to evaluate their professional titles. When it is necessary to evaluate professional titles, teachers' enthusiasm for writing papers and doing projects will be high, and the number of scientific research results will naturally increase, so there will be no worries when evaluating professional titles. At this time, scientific research has neither motivation nor pressure for these teachers, and the results will naturally be less or even none. 2. The construction of scientific research system is obviously lagging behind.
At present, the construction of scientific research system in most higher vocational colleges is obviously lagging behind, the scientific research work is still in the initial exploration stage, the scientific research atmosphere is not strong, the scientific research management experience is insufficient, and a set of scientific, standardized and orderly scientific research management methods have not yet been formed, so the construction of scientific research management system is more urgent. The scientific research management system is not systematic and complete, and most higher vocational colleges are basically copies of the scientific research management system of ordinary undergraduate colleges. The design of scientific research system can not well reflect the characteristics of higher vocational colleges, and it is divorced from the reality of higher vocational colleges, and its operability and pertinence are not strong, which seriously weakens the effect of scientific research management in higher vocational colleges.
3. The incentive mechanism of scientific research is not perfect.
There are still many shortcomings in the incentive mechanism of scientific research in most higher vocational colleges, which are mainly manifested in the following aspects: (1) the incentive means are single, mostly material incentives, and the recognition of sense of accomplishment is rare; (2) The form of motivation is monotonous, mostly confined to positive motivation and less negative constraints; (3) Lack of motivation, more "scratching boots" and no obvious effect. The lack of incentive mechanism is difficult to form an effective competitive atmosphere and lacks motivation for scientific research development.
Second, ways to improve the scientific research quality of higher vocational teachers
The cultivation of teachers' scientific research quality in higher vocational colleges is a systematic project, which needs the coordination of many aspects and is solidly promoted in an organized and planned way.
(A) change the concept of scientific research of higher vocational teachers and enhance their awareness of scientific research.
Higher vocational colleges should raise scientific research work to the height of improving the comprehensive strength of the school, which should not only be paid attention to from the point, but also be implemented concretely. Teachers should realize that scientific research is not dispensable and promote the continuous improvement of teaching quality through scientific research. With the rapid development of modern science and technology, teachers should understand the development trend of science and technology and the frontier dynamics of their own disciplines, update the teaching content in time, so that the frontier content of science and technology can be reflected in teaching, and cultivate technical application-oriented talents popular with the society. Through systematic training and effective guidance, the majority of higher vocational teachers can change their concepts, gradually improve their scientific research awareness of actively participating in subject research and technology application, and realize that teachers' scientific research quality and ability are the internal driving force and important guarantee for the sustainable development of higher vocational colleges.
(B) Scientific research management departments to strengthen services to help higher vocational teachers improve their scientific research capabilities.
Scientific research management departments improve teachers' scientific research ability through various channels, pay attention to the cultivation of teachers' scientific research literacy, and constantly improve service quality. Fully understand teachers' scientific research demands, strengthen the collection and release of scientific research information, and carry out training and guidance on methods and means such as writing scientific research papers, reporting scientific research topics, and patent inventions and creations. Experts and scholars with rigorous scholarship, noble personality, high scientific research level and strong scientific research ability can be hired to teach teachers scientific research methods and guide teachers' scientific research.
(3) Improve the scientific research evaluation mechanism and mobilize teachers' enthusiasm for scientific research.
1. Improve the scientific research management system and strengthen the material incentive mechanism. Higher vocational colleges should ensure the investment of scientific research funds, improve the reward system of scientific research achievements, actively create conditions to build a platform for higher vocational teachers to engage in scientific research activities, and fully mobilize and stimulate the enthusiasm and enthusiasm of higher vocational teachers to engage in scientific research; 2. Establish a reasonable quantitative evaluation mechanism for scientific research. Study and formulate the calculation method of teachers' scientific research workload in higher vocational colleges, and transform teachers' participation in scientific research activities, scientific research project declaration, scientific research paper writing and publication, and scientific research achievement award into a certain workload, and combine qualitative and quantitative assessment. Reward higher vocational teachers whose scientific research ability and quality have improved rapidly, and use economic leverage to quantitatively regulate and control scientific research work, so as to promote their own professional training and development; 3. Enrich scientific research incentives and improve the spiritual incentive mechanism. It is not enough for higher vocational colleges to only have the material incentive mechanism for teachers' scientific research, but also need a sound spiritual incentive mechanism to play the role of teachers as "incentive factors" so that teachers can devote themselves to scientific research in a better mental state; Achieve the purpose of improving the enthusiasm of scientific research work. Through the establishment of scientific research assessment system, scientific research reward system, etc. Scientific research should be included in the teaching workload, and teachers' scientific research should be combined with professional title promotion, job evaluation and initial evaluation. Push and pull at the same time, keep pushing forward, and create a good scientific research atmosphere.
The improvement of scientific research literacy and ability depends on continuous accumulation and hard practice. Literacy is cultivated imperceptibly, so we should strengthen our usual study; Ability is improved in exercise, relying on usual practice. Teachers in higher vocational colleges should face up to the low level and ability of scientific research, build up confidence, overcome fear of difficulties, actively participate in various scientific research activities, explore experience and improve their scientific research ability. At the same time, higher vocational colleges and scientific research management departments should actively take measures to provide guidance and help to create an environment and provide conditions for teachers to engage in scientific research.
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