Short-term teaching refers to the regular teaching activities organized by social institutions, school institutions and student associations for a long period of time (no more than one month in this survey). This kind of teaching is organized, and the time, frequency and place of teaching are generally fixed.

1, the motivation of teaching volunteers

First of all, it must be affirmed that most college students will take giving love and bringing hope to the children in the teaching area as their primary purpose of participating in teaching activities, followed by enriching their own experiences and improving themselves. However, we have to admit that the utilitarianism of college students' participation in teaching activities is constantly strengthening, which is particularly prominent in short-term teaching. Many school clubs are just "activities for the sake of activities", and some irresponsible college students participate in teaching just to add more money to their resumes. The existence of these problems is one of the important reasons why the society began to question the current short-term teaching of college students.

2. Teaching time.

Short teaching time and awkward time selection is a huge problem for college students' short-term teaching. Through the investigation, we also found that most of the short-term teaching support for college students is arranged in winter and summer vacations, and the period is 10 to 20 days. At this point in time, aided schools are already on holiday. It is obviously unreasonable and unrealistic to ask students to continue their education, so the number of children who can receive education is actually limited, not fixed. On the other hand, the teaching cycle is too short. In less than a month, the knowledge and skills of the educated can be improved very little. What educators can do at most is to broaden students' horizons and input new ideas for students, but their influence is limited after all.

3. Continuity of teaching activities.

Most of the short-term teaching activities lost contact with the teaching place after the end, and there was no follow-up communication, so the effect of the activities was difficult to guarantee. Because the influence of college students on children in the teaching field is limited, if they can't maintain long-term communication and contact, such as simple correspondence, it is difficult for those children who have received teaching help to get good guidance in their future growth.

4. Teachers' quality and skills.

College students' teaching assistants are fully qualified for teaching tasks in terms of knowledge reserve, but most of them are inexperienced in teaching skills, prone to classroom confusion and difficult for students to manage, which makes the teaching quality not guaranteed. At the same time, the unscientific and unreasonable curriculum arrangement of teaching organizers will also

Resulting in poor teaching effect. On the other hand, individual college students' personal qualities are low, leaving a bad impression in the local teaching area, which makes the teaching area feel disgusted.

5. Allocation of teaching resources.

Due to the limitation of funds and regions, many college students' teaching teams do not put the place that needs teaching most in the first place when choosing the teaching place, but choose the place that is willing to accept teaching and is convenient for them to carry out teaching activities. This will easily lead to unreasonable allocation of teaching resources. Often, remote mountainous areas with inconvenient transportation can't get the help of teaching, but some places that don't need teaching have become the targets of the organizers of the teaching group. The reason for this problem is also related to the utilitarian purpose of teaching mentioned above.

6. The necessity of teaching

Through the investigation, it is found that not all places that accept teaching support welcome the arrival of the teaching support group. In particular, some parents think that there is no need for their children to accept college students' teaching, and their attitude towards college students' teaching is relatively indifferent.