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【Abstract】The “Outstanding Engineers Training Plan” (hereinafter referred to as the “OETP”) carried out by the ministry of education is China’s major initiatives to promote the development of higher engineering education constantly. In order to put the OETP into actual efforts and to enhance the qualities of the higher engineering talents, the colleges have to try to explore and find out the effective ways of improving engineering practice abilities of the young teachers.
【Key words】OETP; Young teachers; Engineering Practice
In the process of teachers’ team construction in colleges, due to the higher education enrollment expansion, many engineering schools introduced a large number of young doctors. Young teachers accounted for more than 60% in many schools. Under the influence of the traditional education mode, these young teachers lacked of the professional engineering qualities such as the engineering practical ability required by general engineering educational background, even though their performance is more prominent in the academic research, whether in their student period or at the stage of work. In the Several Opinions on the Implementation of OETP issued by the ministry of education, when it referred to the implementation of OETP, it emphasized that colleges must to construct a high-level team of full-time and part-time teachers with certain engineering experiences, and boost the abilities of engineering practical constantly.
Present situation of the engineering practical ability of young teachers in colleges
At present, the effect of higher engineering personnel training is not satisfactory, one of the problems is that some young teachers lack experience in engineering practice. They did not have little knowledge about the present situation of the technology in their own fields. Young teachers cannot bring the thoughts, the principles and the methods of system in engineering consciously and efficiently. They were thus unable to train their students efficiently. As a consequence, engineering graduates would have the congenital deficiency in the engineering practice ability and engineering comprehensive creativity.
(1)The current title evaluation and teaching performance appraisal system is imperfect, which limits the cultivation of the young teachers of engineering practice ability.
The current title evaluation and teaching evaluation system in colleges have some unreasonable factors in different degrees, which restrict the cultivation of young teachers of engineering practice ability. First of all, in professional title evaluation, the main measure of young teachers’ title promotion in most colleges is the level and number of academic papers, the rank and capital of the projects. In other words, the lack of engineering practice ability and the poor effect of teaching do not directly affect the title promotion. The defect in system made the young teachers pay less attention to engineering practice. In addition, in terms of teaching performance evaluation, many colleges pay more attention to the workload, assignment grades and teaching reform analysis and so on. (2)Young teachers get limited opportunities for improving their practical engineering ability.
The efficiency of corporation between the universities and enterprises is low. It’s difficult for enterprises to play a role in training engineering practice ability of young teachers. Theoretically, enterprises provide advanced production equipment and some financial support, so that young teachers are able to exercise their own ability of engineering practice in the first production line. Meantime, universities inject fresh blood into the economic transformation of enterprises by providing young teachers with advanced technologies into enterprises. However, in the implement process, a lot of young teachers bear the heavy task of teaching when they just enter schools. Their main energies are still put on the academic research, project application, and paper publication. They cannot be trained after practicing. In terms of enterprises, even these college teachers exercise their engineering practice in enterprises temporarily.
【Key words】OETP; Young teachers; Engineering Practice
In the process of teachers’ team construction in colleges, due to the higher education enrollment expansion, many engineering schools introduced a large number of young doctors. Young teachers accounted for more than 60% in many schools. Under the influence of the traditional education mode, these young teachers lacked of the professional engineering qualities such as the engineering practical ability required by general engineering educational background, even though their performance is more prominent in the academic research, whether in their student period or at the stage of work. In the Several Opinions on the Implementation of OETP issued by the ministry of education, when it referred to the implementation of OETP, it emphasized that colleges must to construct a high-level team of full-time and part-time teachers with certain engineering experiences, and boost the abilities of engineering practical constantly.
Present situation of the engineering practical ability of young teachers in colleges
At present, the effect of higher engineering personnel training is not satisfactory, one of the problems is that some young teachers lack experience in engineering practice. They did not have little knowledge about the present situation of the technology in their own fields. Young teachers cannot bring the thoughts, the principles and the methods of system in engineering consciously and efficiently. They were thus unable to train their students efficiently. As a consequence, engineering graduates would have the congenital deficiency in the engineering practice ability and engineering comprehensive creativity.
(1)The current title evaluation and teaching performance appraisal system is imperfect, which limits the cultivation of the young teachers of engineering practice ability.
The current title evaluation and teaching evaluation system in colleges have some unreasonable factors in different degrees, which restrict the cultivation of young teachers of engineering practice ability. First of all, in professional title evaluation, the main measure of young teachers’ title promotion in most colleges is the level and number of academic papers, the rank and capital of the projects. In other words, the lack of engineering practice ability and the poor effect of teaching do not directly affect the title promotion. The defect in system made the young teachers pay less attention to engineering practice. In addition, in terms of teaching performance evaluation, many colleges pay more attention to the workload, assignment grades and teaching reform analysis and so on. (2)Young teachers get limited opportunities for improving their practical engineering ability.
The efficiency of corporation between the universities and enterprises is low. It’s difficult for enterprises to play a role in training engineering practice ability of young teachers. Theoretically, enterprises provide advanced production equipment and some financial support, so that young teachers are able to exercise their own ability of engineering practice in the first production line. Meantime, universities inject fresh blood into the economic transformation of enterprises by providing young teachers with advanced technologies into enterprises. However, in the implement process, a lot of young teachers bear the heavy task of teaching when they just enter schools. Their main energies are still put on the academic research, project application, and paper publication. They cannot be trained after practicing. In terms of enterprises, even these college teachers exercise their engineering practice in enterprises temporarily.