Classroom Teaching in Non-Governmental Institutions of Higher Education in China: Characteristics, Problems and Development Strategies

Gang LI, Xiaotian FANG

Abstract


This paper chooses a representative sample of college C, a non-governmental college located in western China, to analyze the characteristics and problems of classroom teaching in Chinese private colleges. One of the characteristics is that the quantity of teachers is basically met, yet featured with the imbalanced structure. The problems are as follows: lack of teachers’ role consciousness, motivation for self-development, teachers’ classroom awareness, personal and professional development ability, and teachers’ training consciousness. The reasons for them are: a disparity between philosophy of schooling and teaching attitudes; insufficient investment in teachers’ quality and a vacancy on teachers professional development; restricted capacity for improvement on teaching, resulted from the incompatible content of training with the training mode, and so on. In order to change the status quo, measures should be taken through the government’s support and social advocacy, with a focus on the renewal of management, and the remolding the idea of “teaching for the people”.


Keywords


Chinese private college teachers; Classroom teaching; Characteristics; Problems; development strategy

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References


Fang, F., & Wang, S. M. (2011). Research on China’s public financial support for private higher education. Journal of Beijing Normal University (Social Sciences Edition), (5), 23-29.

Law of the People’s Republic of China on Promotion of Privately-run Schools (2013, July 1). Retrieved 2017, May 1 from http://www.moe.edu.cn/s78/A02/zfs__left/s5911/moe_619/201507/t20150709_193171.html

Li, G. A., Li, T. S., & Dang, H. X. (2012). Development of college teacher education and teaching ability, and innovation of classroom teaching model: Taking Shaanxi normal university as an example. Chinese University Teaching, (6), 27.

Liu, X., & Liang, T. (2012). Classroom teaching reform in colleges and universities: A perspective of teachers’ curriculum awareness. Teacher Education Research, (6), 52-53.




DOI: http://dx.doi.org/10.3968/10272

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