On the factors influencing the scientific research quality of higher vocational teachers and the countermeasures
Abstract: Teachers in higher vocational colleges should have good scientific research quality to promote the healthy and sustainable development of higher vocational colleges. The current situation of scientific research quality of higher vocational teachers is not suitable for 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 continuously improve the scientific research quality of higher vocational teachers.
Paper Keywords: higher vocational teachers; Scientific research quality; Influencing factors; Ways to improve
As an important part of higher education, higher vocational education has achieved good development in recent years, which has trained 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 talent training in higher vocational colleges, it is necessary to strengthen scientific research, change teachers' knowledge structure through scientific research, increase their 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 scientific research atmosphere of schools is not strong, and the scientific research ability of teachers 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.
1. Factors affecting the scientific research quality of higher vocational teachers
There are many factors affecting the scientific research quality of higher vocational teachers, which can be divided into subjective factors and objective factors in general.
(1) Subjective factors affecting the scientific research quality of higher vocational teachers
From the subjective factors, there are two main factors affecting the scientific research quality of higher vocational teachers: concept and practice. Concepts are mainly teachers' understanding and recognition of scientific research, teachers' value orientation of participating in scientific research, etc., while practice is teachers' time and energy investment in scientific research.
1. Teachers in higher vocational colleges have insufficient understanding of the proper position of scientific research, and their awareness of scientific research is weak.
Higher vocational colleges have been established for a short time as a whole, and some have been upgraded from medium-sized colleges. Many teachers only attach importance to teaching and think that as long as teaching work is done well, they have not formed a good awareness 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' awareness of the importance of scientific research status in higher vocational colleges determines their attitude towards scientific research. Because teachers' awareness of scientific research status is not in place, their attitude towards scientific research is naturally not very positive, thus affecting the improvement of teachers' scientific research quality.
2. Teachers in higher vocational colleges don't master the basic scientific research methods and need scientific research training urgently.
Teachers' personal scientific research ability is the most important basis to determine teachers' scientific research quality. At present, the lack of scientific research training in the continuing education of higher vocational teachers is an important reason for the low scientific research quality of teachers. Nowadays, the education and training of higher vocational teachers still pay attention to the promotion of academic level, and 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. Higher vocational teachers' knowledge and ideas are lagging behind, and they don't have the foundation to engage in scientific research.
The improvement of higher vocational teachers' scientific research ability depends on teachers' self-learning and self-improvement. Facing the contradiction between the requirements of higher vocational education reform and their own weak scientific research foundation, improving scientific research quality should be an important reason for higher vocational teachers' self-learning. Teachers' self-learning enthusiasm and attitude are often positively correlated with teachers' scientific research quality.
4. Higher vocational teachers have limited time and energy to invest in 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 teachers' teaching workload is too heavy. Time and energy are limited, and the conflict between heavy teaching tasks and scientific research is inevitable. Many higher vocational teachers are struggling to cope with daily teaching work, especially young teachers, who are too busy preparing lessons and studying for exams, to take care of scientific research at all, so naturally they have no more time and energy to devote to scientific research. Due to the limited time and energy invested by teachers 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.
(2) objective factors affecting the scientific research quality of teachers in higher vocational colleges
1. There are drawbacks in the current management system
(1) From a macro perspective, the evaluation of professional titles of teachers in higher vocational colleges and ordinary undergraduate colleges has been a series for a long time, that is to say, there is no substantial difference between the evaluation content and the evaluation method. Although higher vocational colleges belong to the ranks of ordinary colleges and universities, their school-running orientation is quite different from that of ordinary colleges and universities, and their scientific research orientation should also be different from that of 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 colleges and universities should not be applied. (2) From the microscopic point of view, in line with the current personnel system, most vocational college teachers' professional title evaluation 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 the professional titles need to be evaluated, teachers' enthusiasm for writing papers and doing projects will be high, the number of scientific research achievements will naturally increase, and when the professional titles are evaluated, they will have no worries. At this time, scientific research has neither motivation nor pressure for these teachers, and the achievements will naturally be less or even gone. 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 exploratory stage, the scientific research atmosphere is not strong, the scientific research management is inexperienced, 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 even 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 a sense of accomplishment is rare; (2) The form of motivation is monotonous, mostly confined to positive motivation, with few negative constraints; (3) The motivation is not enough, and there is more "scratching the boots", and no obvious effect has been seen. The lack of incentive mechanism is difficult to form an effective competitive atmosphere and lacks impetus to the development of scientific research.
second, ways to improve the scientific research quality of teachers in higher vocational colleges
The cultivation of scientific research quality of teachers in higher vocational colleges is a systematic project, which requires coordination and cooperation in many aspects and solid progress 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 the scientific research work to the height of improving the comprehensive strength of the school, and not only attach importance to the work from the point of view, but also put it into practice. 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 ideas, 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.
(2) Scientific research management departments strengthen services to help higher vocational teachers improve their scientific research ability
Scientific research management departments enhance teachers' scientific research ability in various ways, pay attention to the cultivation of teachers' scientific research literacy, and constantly improve the quality of services. Fully understand teachers' scientific research demands, strengthen the collection and release of scientific research information, and carry out training and guidance on methods and methods such as scientific research paper writing, scientific research subject declaration and patent invention creation. 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 for scientific research; 2. Establish a reasonable quantitative evaluation mechanism for scientific research. Study and formulate a calculation method for teachers' scientific research workload in higher vocational colleges, and convert teachers' participation in scientific research activities, the declaration and establishment of scientific research topics, the writing and publication of scientific research papers, and the award of scientific research achievements into a certain workload, and combine quality with quantity for assessment. Reward higher vocational teachers whose scientific research ability and quality have improved rapidly, use economic leverage to regulate and control the quantification of scientific research work, and promote the professional training and development of higher vocational teachers themselves; 3. Enrich scientific research incentives and improve the spiritual incentive mechanism. It is not enough for higher vocational colleges to only have material incentive mechanism for teachers' scientific research, but also need a sound spiritual incentive mechanism to give play to the role of "incentive factors" for teachers, 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 work is included in the teaching workload, and teachers' scientific research work is combined with professional title promotion, job evaluation and appointment, and first selection. Push and pull at the same time, constantly promote 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 in a subtle way, so we should strengthen our usual study; Ability is improved in exercise, and it depends on usual practice. Teachers in higher vocational colleges should face up to the low level and ability of scientific research, build up confidence, overcome the fear of difficulties, actively participate in various scientific research activities, explore experience and improve their ability in research. 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. ;