高校思政课教师背景性因素与教学效果相关性的实证研究——以江西省为例

An Empirical Study of the Relevance between Teacher Background Factor and the Teaching Effects in College Ideological Classes

"把思想政治工作贯穿教育教学全过程"折射出党和政府对"立德树人"工作的高度关注。了解高校思政课教学现状并研究教师背景性因素与教学效果的相关性有利于更有针对性地提升高校思政课教学效果。通过对江西省五所高校思政课现状的调查研究发现,高校思政课教师的教学效果总体上处于比较好的水平,得到了学生比较高的认可,教师对教学充满热情并用心投入,但教学能力与教学策略还需提高与优化。由于受教师的性别、教龄、学历、职称及任教课程等因素的影响,高校思政课教学效果呈现不同的差异和特点。为此,需要进一步提升高校思政课教师教学能力与教学策略;更好地提升高校思政课教师的教学热情与投入;依据学情而有针对性地进行课程的校本化设置。

Presently, the college ideological works are unprecedentedly emphasized, as indicated in comrade Xi Jinping＇s statement that ＂ we should take ideological works throughout the education and teaching processes＂ , which is a signal of the Party and the government＇s highly concern of ＂ a people and morality-oriented education＂ . In class ideological class, teachers＇ background factors are influential on the teaching effect, an understanding of which will facilitate improvement of the effects. We conducted a survey of the situation of ideological classes carried out in five universities in Jiangxi, by which we find better teaching effects and higher student appreciation. Nevertheless, as we find it, teachers need to improve their teaching capability and their strategies in spite of their high enthusiasm and devotions. Due to the differences in teachers＇ gender, history of teaching, academic degree, professional title and the classes they chosen, there are great varieties in teaching effects. As a conclusion, it is necessary to further improve the teachers＇ teaching capability and strategies, to enhance the teachers＇ teaching enthusiasms and devotions, and to adopt school-based class arrangements according to universities＇ realities.