As an important part of the teaching team in colleges and universities, external teachers are playing an increasingly important role in the teaching and management of colleges and universities. However, few people really pay enough attention to them and can reasonably combine external teachers with full-time teachers. Take Nanjing Xiaozhuang University Conservatory of Music as an example. Since the establishment of modern music major in 2003, some external teachers have been regular external teachers of the Conservatory of Music, accounting for nearly 20%. Among them, external teachers account for 40% of modern music majors. These external teachers are all teaching professional main courses and characteristic subjects, so their teaching quality directly determines the teaching quality of modern music major in Conservatory of Music, which is also the characteristic of modern music major in Conservatory of Music. Therefore, it is of great significance to strengthen the management of foreign teachers, give full play to their sense of teaching responsibility and enthusiasm, and improve their ideological and professional quality. Based on my own work experience, I will talk about the management of foreign teachers.
First, the role of external teachers in higher education
The external teacher system refers to a flexible part-time system in which colleges and universities, according to their own development needs, break the traditional personnel organization boundaries, face the society, introduce outstanding talents with special talents in a certain professional field or aspect from other colleges and universities, enterprises, scientific research and other units according to certain standardized procedures and methods, and serve as part-time teachers in our school in a flexible and diverse way to supplement and enrich the teaching staff. [ 1]
External teachers play an important role in the development of higher education.
1. External teachers can fill the knowledge gap of full-time teachers at present, especially in practical teaching. Because full-time teachers are always in a closed campus environment, they stay on paper, and their practical knowledge is updated slowly, which is difficult to meet the needs of college teaching and affects the improvement of teaching quality.
2. In recent years, the college has expanded its enrollment, and the faculty of the school can't meet the growing number of students for a while. The appearance of external teachers has just solved the problem of difficult teachers in colleges and universities. At the same time, because of the use of external teachers, the school only needs to pay class fees, transportation fees and so on according to the agreement. Comparatively speaking, its operating cost is much lower than that of full-time teachers, which greatly saves the operating cost of the school.
Some external teachers are entrepreneurs and scientific and technological personnel with considerable qualifications and rich working experience in enterprises, institutions and scientific research institutions. They come to the school to give lectures to students, which can not only broaden their horizons, but also strengthen the scientific research ability of the school. At the same time, these external teachers often match their students, create more opportunities for social practice, and even recommend them to their own units or business units when students graduate, thus reducing the employment pressure of the school.
4. The reasonable combination of external teachers and full-time teachers can bring more vitality to teaching life, shorten the distance between campus and society, help students understand and adapt to society and improve their professional ability.
Second, the shortcomings of external teachers
1. External teachers lack teaching experience. Teachers hired outside the theoretical class have a solid theoretical foundation, but they lack teaching experience, and lectures are easy to follow the book, which makes the classroom atmosphere inactive. The external teachers of practical courses have strong practical operation and performance ability, but their classroom teaching and control ability is relatively poor, and because of the lack of certain teaching methods and experience, they can't grasp the characteristics and objectives of higher education well, which leads to poor teaching effect.
2. External teachers have limited sense of responsibility. Because the external teachers basically come to earn income, they often "leave after class" and rarely communicate with students or patiently answer their after-school questions. Without a complete system for external teachers to restrain them, their sense of responsibility is very limited. Even if they have ideas, because they all have their own main businesses, their energy into our school is limited, and they often suspend classes at will because of performances, which seriously affects the teaching progress and effect. If the administrative department of education fails to supervise them, they will also arrive late and leave early, or turn the "one-on-one" teaching of music lessons into group chorus or chorus.
3. Affect the daily teaching management of the college. Most foreign teachers can't strictly abide by the teaching rules and regulations, and the submission of regular teaching materials such as teaching plans is often delayed, and the attendance record book can't record students' attendance and peacetime and final grades in time. The teaching tasks assigned by the college are often perfunctory and cannot objectively reflect the students' class situation. In addition, it is difficult to arrange the teaching time of foreign teachers according to the conventional teaching, and it is more difficult to manage the teaching. The frequency of class adjustment is too high, and classes are suspended for minor matters, which seriously affects the teaching order. Poor examination discipline, often informed before the exam can not participate in invigilation or invigilation will be late.
4. External teachers are highly mobile and the teaching staff is unstable. The external teachers in colleges and universities are basically hired once a semester, and the personnel mobility is high. Sometimes, even the same course is changed to another teacher in the middle of the semester. As a result, the original teaching plan has been disrupted. Because students keep changing teachers, it is difficult to adapt to the teaching methods of various teachers quickly and often complain to the office. Most colleges and universities recruit external teachers mainly to solve the problem of "no class". With teachers coming to class and maintaining normal teaching order, we will no longer pay too much attention to external teachers. There is no relevant assessment and supervision system, or there is a relevant system but it is not really implemented. On the one hand, external teachers have no sense of bondage and belonging at school, and teachers are highly mobile.
Third, some suggestions on the management of foreign teachers
1. Establish and improve the management system of external teachers. (1) The college should formulate unified documents and operational implementation rules for the external teachers, clarify their job responsibilities, and put forward specific requirements for their abilities. (2) Conduct systematic training for foreign teachers, so that they can have rules to follow, and fundamentally standardize the foreign teachers' team, so that they can better integrate into teaching posts. (3) We should strictly employ teachers outside the customs. In the recruitment process, it is necessary to know people well, foster strengths and avoid weaknesses, and give full play to their talents. (4) Teacher training is a series of learning and training processes that enable teachers to acquire teaching knowledge and skills and improve teachers' attitudes and teaching behaviors. (5) Before teaching, external teachers should be trained in teaching skills, methods and experience.
2. Advocate the tutorial system of external teachers and cultivate their sense of responsibility. External teachers have no sense of belonging to the school because of their special status. The college can divide the external teachers into relevant teaching and research sections according to their majors or specialties, and appoint old teachers with corresponding titles and rich teaching experience among full-time teachers to guide the external teachers' teaching, attend lectures or do demonstration classes in a timely manner, and standardize their daily teaching. In view of the difficulties and requirements encountered by external teachers in teaching, we should be able to guide and solve them in time, and give reasonable explanations for the problems that cannot be solved or solved temporarily. You can also let foreign teachers participate in your own research and pay attention to their lives and thoughts.
3. Make a reasonable performance evaluation for the external teachers. The evaluation of foreign teachers is an important link in the management of foreign teachers. Objective, scientific and fair evaluation of foreign teachers' work is the premise of rational use and reward of foreign teachers and the basis of scientific management. [2]
(1) A teacher supervision system should be established. The special teaching supervision team in the department or course teaching and research section can supervise the relevant foreign teachers, strengthen the lectures at ordinary times, and communicate with foreign teachers in time when problems are found; At the same time, listen to students' opinions widely, pay attention to students' feedback information in class, and make a comprehensive evaluation of foreign teachers through the inspection of teaching supervision team, teaching and research section, students and foreign teachers themselves. (2) Communicate the evaluation results. After the performance evaluation, the school will feed back the teaching evaluation results to the external teachers and listen to their complaints and opinions, which provides an opportunity for the school and external teachers to communicate, which is conducive to enhancing mutual understanding and solving some problems in management. [3] (3) Determine salaries and rewards according to the academic qualifications, professional titles and classroom teaching effects of external teachers.
4. Improve the employment system of external teachers and do a good job in stabilizing external teachers. As an extended group of teachers, external teachers are profitable in ideology and so on. Therefore, under the premise of advocating professional dedication, schools should also skillfully use the incentive mechanism to mobilize the enthusiasm of external teachers. External teachers who have made important contributions or been praised by teachers and students should be given certain material rewards and spiritual recognition. [4] Appropriate work incentives can enhance the enthusiasm, initiative and creativity of external teachers, and at the same time increase their sense of responsibility and accomplishment. Foreign teachers' schools should give more humanistic care, help foreign teachers solve traffic difficulties as much as possible, arrange class time flexibly, let foreign teachers give up the idea of temporary substitute classes and take part-time jobs as part of their careers.
After the comprehensive evaluation of teaching effect in all aspects, the college selects and rewards those outstanding external teachers, and employs them as long-term part-time teachers in combination with my wishes; For some external teachers who have poor evaluation of the teaching effect or fail to complete the teaching tasks as required, especially those who have teaching accidents during the teaching inspection, part of the class fee can be deducted at the end of the semester, and consideration can be given to not renewing their employment.
The use of external teachers is a long-term strategic choice for the construction of teaching staff in Xiaozhuang University Conservatory of Music. In order to meet the needs of emerging frontier majors and music practice teaching in colleges and universities, it is not an expedient measure to keep a certain proportion of external teachers, but an inevitable trend with the characteristics of music education in colleges and universities. Only by fully recognizing the important role of external teachers and strengthening the management of external teachers can the construction of teachers in colleges and universities be promoted to a higher level to the greatest extent.