Analysis of the Teaching Growth Process of New Teachers

新教员具有扎实的专业背景、教学热情和责任心，但教学经验和基础缺乏。针对新教员的特点，高校制定一系列措施，包括但不限于新教员培训和三级试讲制度。在新教员成长过程中，会出现一些共性的教学问题，这些问题会随着成长阶段而逐一解决。新教员在教学过程中，教学关注重点从“自我”到“学员”再到“教员–学员良性互动”，教学内容从单一到多样到贴合实际，最终成长为教学经验丰富、教学方法多样的优秀教员。The new teachers have a solid professional background, teaching enthusiasm, and sense of responsibility, but lack teaching experience and foundation. For the characteristics of new teachers, universities have formulated a series of measures, including but not limited to new teacher training and the system of three-level trial lecture. During the growth process of new teachers, there may be some common problems in teaching. These problems will be solved one by one during the growth stage. In the teaching process, the attention of the new teachers focuses on teaching from the “self” to “students” and then to “benign interaction between teacher and students”, the teaching content changes from single to diverse to practical. Ultimately, the junior teachers become excellent with rich teaching experience and diverse teaching methods.