This paper analyzes the significance of evaluating the classroom teaching ability of young teachers in colleges and universities and the problems existing in the evaluation system, and puts forward some suggestions on scientifically designing the evaluation system for young teachers in colleges and universities.

Keywords: colleges and universities; Young teachers; Teaching ability; evaluate

First, the significance of classroom teaching ability evaluation of young teachers in colleges and universities

1. Strengthening young teachers' professional self-confidence is helpful to teachers' personal development. Many local universities recruit and introduce young teachers, most of whom have no normal education background and have not received systematic teaching skills training. They just went to the podium to teach directly after a short induction training in their colleges and universities, and they lacked confidence. A systematic and objective evaluation of young teachers' teaching ability is helpful to improve their teaching skills, enhance their teaching confidence, encourage them to make bold attempts in teaching content, teaching means and teaching methods, and better stimulate their potential.

2. Strengthening the construction of teachers in local universities is helpful to the long-term development of universities. Compared with national key universities, local universities pay more attention to teachers' teaching ability, and it is an important task for local universities to cultivate teaching-oriented teachers. Due to various objective and realistic reasons, it is often difficult for local colleges and universities to attract high-quality teachers, and they need to train high-quality teachers themselves. Young teachers are the most potential resources in local universities. Evaluating young teachers' classroom teaching ability scientifically and objectively is an important way to help them grow up, which is related to the long-term development of local colleges and universities.

3. Improving the teaching effect is helpful for students to study efficiently. Most young teachers in local colleges and universities undertake a large number of teaching tasks in various majors, with heavy teaching tasks, long teaching time and many opportunities to contact with students. Therefore, the teaching ability of young teachers has a great relationship with the teaching effect of majors, which affects students' love and interest in majors to some extent. Realizing mutual learning between teaching and learning will greatly promote students' effective learning.

Second, the evaluation system of young teachers in colleges and universities problems

1. This evaluation index emphasizes that scientific research is better than teaching. For a long time, teachers' promotion only attaches importance to scientific research achievements, and takes the number of papers and subject level as the main indicators of teachers' professional titles and job promotion, ignoring practical ability and teaching ability. Although China has put forward the goal of establishing a research university, the development of research universities should aim at learning from each other's strong points, and the development of universities is only based on teachers' scientific research achievements, which will obviously hinder the improvement of the quality of running universities and eventually lead to the phenomenon of "double elimination" of teaching and scientific research.

2. Pay attention to quantitative evaluation and ignore qualitative evaluation. At present, the evaluation of teachers in colleges and universities pays too much attention to the quantity of scientific research achievements and teaching workload, especially the quantity of scientific research achievements, while ignoring the quality of academic achievements and teachers' work attitude and physical and mental state. For research universities, the quantity of scientific research results directly affects the development of the school, but the quality of scientific research results is the decisive factor affecting the school's popularity. Only when teachers devote themselves to scientific research with a positive working attitude and good physical and mental conditions can they produce high-quality scientific research results.

3. The evaluation model is highly single. The oneness of the evaluation model is manifested in the single evaluation index, the single evaluation subject and the short evaluation timeliness. In terms of evaluation indicators, almost all colleges and universities mainly evaluate teachers' performance by scientific research achievements and teaching workload, while ignoring the quality of scientific research and teaching and subjective work attitude. On the subject of evaluation, the school decides the results of scientific research evaluation, and the students decide the level of teaching evaluation, ignoring teachers' self-evaluation and peer evaluation. In the timeliness of evaluation, only the immediate short-term effect of teacher performance is concerned, but the long-term effect of performance is not considered.

Thirdly, the design of the evaluation system for young teachers in colleges and universities.

Scientifically and reasonably designing the evaluation system of young teachers in colleges and universities is conducive to the free and all-round development of young teachers, the improvement of the quality of higher education and the sustainable development of national education.

1. Design a diversified evaluation system combining dynamic and static. Static evaluation system means that the evaluation system of young teachers in colleges and universities should be relatively stable. The basic task of colleges and universities is teaching and research, and it is a place for knowledge production. The law of knowledge production determines that knowledge producers, that is, teachers need a long-term and stable working environment. The evaluation system of college teachers is often directly linked to teachers' salary and promotion. The fundamental change of ever-changing policies will lead to uneven interests and teachers' impetuousness and dissatisfaction. Dynamic evaluation system refers to the change of young teachers' job types caused by the change of their own knowledge structure and the development of professional skills. The original evaluation index and the quantitative weight of the index are no longer suitable for or even restrict the development of teachers themselves. At this time, the evaluation system should be changed reasonably for the "individual" of teachers.

2. Design an evaluation system combining performance appraisal with incentive mechanism. The purpose of performance appraisal of young teachers is to urge them to conscientiously complete the prescribed teaching and scientific research tasks, find out the advantages and disadvantages of young teachers in teaching and scientific research, help and guide their future development, and cultivate high-quality talents for socialist modernization. However, in the performance evaluation mechanism of a considerable number of young teachers in colleges and universities, young teachers are in a weak position, and the evaluation results often make them highly dissatisfied, which in turn leads to passive truancy or even resignation. Therefore, to establish a perfect evaluation system for young teachers, we should take performance appraisal as a means, incentive mechanism as a means, and development as the purpose, so as to finally realize the successful growth of young teachers, the improvement of the running level of colleges and universities and the development of national education.

3. Design an evaluation system combining principle and flexibility. The evaluation system of young teachers in colleges and universities is an important rule of the school, and it is also a "regulation" of the school. Its implementation must be principled, that is, once scientific and reasonable rules and regulations are determined, they must be strictly implemented. Of course, this does not mean that the operating mechanism of the evaluation system for young teachers in colleges and universities must be the same. Colleges and universities of different types and regions can formulate flexible operating mechanism rules according to their own actual conditions. For example, universities of literature and history and universities of science and engineering, national key universities and ordinary universities should be different in the detailed rules of the operation mechanism of the evaluation system, and even the indicators of the evaluation system or the weights of the evaluation indicators can be flexibly changed. It is easier for science and engineering colleges to apply for high-level projects and horizontal projects; It is difficult for universities of literature and history to apply for national and other high-level projects, and there are few opportunities to apply for horizontal projects, so the setting of scientific research indicators for participating in projects should be different. Another example is that China is encouraging the establishment of a number of research universities. The scientific research tasks of these universities are relatively heavy, and the proportion of scientific research in the evaluation system is higher than that of ordinary universities. Accordingly, the satisfaction of young teachers in ordinary universities is often lower than that of young teachers in key universities, so the assessment of their teaching ability can be strengthened.

References:

Wang Baolin, Xu Wenting. Research on the design and application of the current evaluation system for young teachers in colleges and universities [J]. Journal of Heilongjiang Institute of Education, 20 13(3).

[2] Liu Shuiliang. Evaluation and improvement of classroom teaching ability of young teachers in local universities [J]. Modern Education Management, 20 14( 10).

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