Teachers are engineers of the human soul and undertake the sacred mission of educating and cultivating people. In recent years, the quantity and quality of young and middle-aged teachers in colleges and universities in China have been greatly improved. These young teachers are young, energetic, confident and full of vigor, have strong affinity and appeal with students, can use modern educational technology to serve teaching, and have more doctors and masters. These factors have added endless vitality to the teaching staff of colleges and universities in China. We are also pleased that there are successors in the teaching work in colleges and universities. What basic qualities should a good college teacher possess? In addition to ideological, political and moral qualities, the author thinks that the following basic qualities should be possessed: 1. The basic quality of this subject At present, most young teachers in colleges and universities have doctoral degrees (a few have master's degrees), so it should be said that they have good basic conditions for mastering subject knowledge. However, if you want to teach books well, really teach and educate people, shoulder the heavy responsibility of cultivating students' innovation and practical ability, and shape qualified talents for rejuvenating the country through science and education and building an innovative country, you need to have more excellent basic qualities. In my opinion, young teachers should read more famous works or classic works within their own disciplines and actively participate in scientific research in their own disciplines. This is a question of laying the foundation, just like a tree. If it is to grow tall, its roots must be deeply rooted. Reading famous books is a matter of laying the foundation and taking root. With this deep root and scientific research, branches and leaves will grow and trees will grow taller and taller. It used to be said that if you want to give students a glass of water, you must have a jar of water. Here, let's interpret it again: this jar of water must also be "living water", which comes from your scientific research results. Therefore, reading famous books and engaging in scientific research is to lay a good foundation and improve the basic quality of teachers. Take the mechanics teacher as an example, here are some famous or classic works of deformation mechanics (limited to space, only a few are listed): Love's theory of mathematical elasticity, Timoshenko's history of mechanics of materials, mechanics of materials, elasticity, structural analysis, shell theory, elastic stability theory, vibration in engineering, Hill's. Sokolnikov's elastic mathematical theory, Donner's beam, plate and shell, Planter's introduction to fluid mechanics, Qian Weichang's and Ye Kaiyuan's elastic mechanics, etc. By reading famous books, we can understand the development history of the discipline, the context of the discipline development, and what are the landmark works in the history of the discipline. These contents are very useful in future teaching and scientific research. Teachers in colleges and universities must carry out scientific research, pay attention to accumulation, promote teaching with scientific research and promote scientific research with teaching practice. /kloc-Humboldt, a german educator in the 0/9th century, once emphasized: "Einheit von Forschung und Lehre". Therefore, to be a good teacher, both scientific research and teaching should be hard, otherwise it is untenable in colleges and universities. In fact, every time you do a little scientific research, every little makes a mickle, and over time, you can make achievements. This is the role of accumulation. Accumulation is very important. With accumulation, others can't catch up with you. Therefore, finding the right direction and sticking to it for a few years will definitely have an effect. With accumulation, teachers can reflect their research results and experiences everywhere in teaching and express their views, opinions and ideas, so as to have a thorough understanding of the course content and have good teaching effects. Only by unifying scientific research and teaching well can teachers have high-level scientific research and high-quality teaching, and think about some basic theoretical problems at the forefront of the development of this discipline, so as to make achievements and contribute to it. From the perspective of teaching methodology, it can also be summarized as "the method of unifying scientific research and teaching". 2. Basic knowledge quality of related disciplines University teachers will not only teach students in this discipline, but also teach students in other disciplines, and sometimes teach basic courses. For example, many teachers who teach basic courses often work in an engineering or applied discipline or department. Therefore, teachers are required to know as much as possible about the relevant knowledge of other subjects they are teaching, and the more the better. For example, if you are a mechanics teacher, but you may work in the department of civil engineering, then you need to know the relevant knowledge of civil engineering, so as to combine mechanics with civil engineering well and give full play to the advantages of a mechanics teacher with a strong mechanical foundation. This kind of teaching often produces unexpected good results, because the combination of strong basic mechanics theory and civil engineering specialty can give full play to the advantages and characteristics of compound talents. In terms of teaching methodology, we can also summarize it as "interdisciplinary method". Since the basic quality of higher education theory is to be a teacher, we must understand educational theory, especially higher education theory, and strive to become an expert in education. Otherwise, there will be an embarrassing situation that students are full of knowledge and don't know how to teach: even if there is a full "running water tank", the "water" that students need can't be poured out or poured well. Therefore, college teachers should understand and learn the theory of higher education, so as to understand the laws of higher education and students' cognitive laws and learning laws. There is a difference between knowing and not knowing. All this will be condensed and implemented in teachers' teaching practice. It is up to you to carry out teaching activities, carry out teaching reform and explore teaching methods in accordance with educational laws. In fact, the so-called teaching method research we used to have a little taste. At the same time, it is one of the basic qualities to be an excellent university teacher to participate in the research on educational science-related issues. Through the study and research of higher education theory, you can better grasp the direction, grasp the law and benefit for life. Therefore, from the perspective of teaching methodology, this is a "method combining theory with practice". For example, what is the ideal of a university? Newman, a British educator, once said, "Universities are places where general knowledge is taught." He believes that the real mission of a university is to "cultivate good citizens and bring about the harmonious development of society." What a noble mission this is! Our universities are far from reaching this level. Therefore, only when we have a clear understanding can we have a correct school-running goal and the direction of education and teaching reform. 4. Basic qualities of humanities and natural sciences Humanistic knowledge is the most easily overlooked aspect for science and engineering teachers, and natural science knowledge is the most lacking aspect for humanities teachers. As a teacher, we should understand and apply the knowledge of philosophy, economics, history and so on. In fact, this is a higher level of basic quality and basic skills. Some people may think that what is the use of this knowledge for science and engineering students? This knowledge is very important. Because it is enlightening in thinking mode and method, it is the basis of methodology and epistemology, and sometimes it is the source of new ideas and innovations. Many scientists in history are not only experts in this field, but also "everyone". For example, Academician Qian Weichang, a famous scientist, mechanic and social activist in China, is like this. He got the Tsinghua University with full marks in Chinese and history, but later he became a natural scientist. Let me give you a few examples to illustrate. First, there is a "bending normal stress problem" in material mechanics. Why say normal stress first and then discuss shear stress? Philosophically speaking, it is to grasp the main contradiction first and ignore the secondary contradiction to discuss the problem. After the main contradiction is clearly studied or preliminarily solved, it is included in the secondary contradiction for in-depth study. This is a methodology that gradually approaches the real situation and is a concrete application of the concept of relative truth in philosophy in natural science. With the cultural background of humanities and social sciences, teachers can talk about the culture of natural science courses when giving lectures, not afraid that no one will listen and students will not welcome them. In fact, the martial arts drama is important (mathematical or quantitative language expression), while the literary drama is more difficult (humanistic or written language expression). Secondly, American astronauts once said that they saw the Great Wall of China from space, which is known to everyone in China, and this content has been compiled into the primary school textbooks in China. However, with the successful launch of Shenzhou 5, our Chinese astronaut Yang Liwei also went into space, but he said he didn't see the Great Wall in space. As a result, a heated debate broke out about whether we can see the Great Wall in space. Then the European Space Agency came to join in the fun, which made the debate climax again and again, and it is still controversial. In fact, whether we can see the Great Wall in space is inconclusive, and we can't have an answer to this question now, because whether we can see it or not is limited by certain conditions. It's not that you say you can see or not, but that you can see or not. However, our thinking can only accept a so-called "correct" statement, either seeing it or not seeing it. If you can see it, then Yang Liwei must be wrong; If Yang Liwei is right, then American astronauts are wrong. This is the crux of the problem. Our education tells our students that everything can be said beautifully and perfectly. Therefore, the key to education is to tell students the truth, which can only be established under certain conditions. Tell primary school students that American astronauts said they saw the Great Wall and Chinese astronauts said they didn't, just to show these two facts. This reflects that our views on things are too politicized and fall into a strange circle of judging right and wrong. In a word, we have gone to extremes on this issue and unilaterally pursued an absolutely correct result, either completely correct or completely wrong, and this is precisely the problem. Third, how to see the earth completely. The map we usually see is the meridian map. Actually, there should be a latitude map If the plane flies from Beijing to new york, when it takes the shortest route, the result from the longitude map is different from that from the latitude map. Which route should it take? Then when we look at it from the globe, it is reasonable from the latitude map. So there is a problem of looking at the earth completely from east to west and from north to south, that is, we can't look at the problem one-sidedly. Therefore, we should establish scientific thinking and thinking methods. Generally speaking, science and engineering education consciously or unconsciously emphasizes convergence, which belongs to logical thinking; Humanistic education emphasizes divergence intentionally or unintentionally, and divergence mostly belongs to image thinking. We talk about the intersection of arts and sciences, and sometimes we add personal artistic accomplishment to serve teaching, learning and research in a complete way of thinking (and understand the concepts of always having problems and relative truth). Understanding and applying philosophy is to understand philosophy within the scope of natural science and to understand and apply philosophy in the teaching of various courses. The process from quantitative cognition to qualitative cognition is from quantitative accumulation to qualitative sublimation; The law of negation of negation is the spiral rise and improvement of epistemology; The law of unity of opposites is the essence of dialectics. In terms of teaching methodology, it can be summarized as "the method of combining science and technology with humanities". 5. Basic quality (1), teaching methods or techniques. Teaching plans are the basic materials and resources for lectures. Teaching plans should be the most complete and complete, and the content is much more than books and lectures, such as various solutions to an exercise and so on. This is not simply moving the contents of the book. Why should it be reflected in the teaching plan? Who is it? What time? Where is it? How come? Which problems have been solved and which problems have not been solved. Such a lesson plan is a good lesson plan. (2) teaching materials. High-level teachers should not only choose textbooks, but also write their own textbooks. This requires teachers to strengthen and carry out research on textbooks of similar disciplines at home and abroad. So what is the research textbook? The author thinks that the following contents can be carried out: ① In terms of content and system, the research on the basic content and composition system of teaching materials can be carried out. ② In terms of concepts and methods in textbooks, we can carry out research on the application of ideas and methods in textbooks. ③ We can create brand-new examples and exercises in the teaching materials. ④ In the arrangement and illustration of teaching materials, we can adopt brand-new and student-oriented teaching materials arrangement and illustration, and pay attention to the research of relevant intellectual property rights. ⑤ In terms of the technology used in teaching materials, we can carry out research on how modern computing technology and expression technology can serve the content of teaching materials. ⑥ We can study the teaching idea, concept, methodology and philosophy system from the idea and philosophy of teaching materials. Only in this way can we form and publish new teaching materials with characteristics, and we can form excellent teaching materials or classic teaching materials through painstaking management! ! ! ! ! !