Research on the Teaching Ability Improvement Path of Young New Teachers in Colleges and Universities -- based on W. M. Molenaar's Teaching Ability Structure Model

Abstract

According to the popularization of higher education in China, a large number of young new teachers are working in colleges and universities. However, due to the lack of teaching practice experience, most of the young teachers cannot meet the diversified
demands of the rapid development of education. How to scientifically and effectively help young new teachers improve their teaching
ability and devote themselves to teaching practice has become an important issue at present. This study takes the young social work
teachers of Sanya University as the research object for intervention. During the intervention, teachers received training and intervention
based on Molenaar model, including knowledge structure, teaching methods, classroom management and assessment strategies. The
results of data analysis show that using this model to intervene teachers can significantly improve their teaching ability. After intervention, students' classroom participation and academic performance were significantly improved, and students' satisfaction with teachers' teaching methods and classroom management was significantly increased. At the same time, the teachers' self-assessment showed that
their teaching ability had been improved significantly after the intervention. These results indicate that using W. M. Molenaar's teaching
ability structure model to intervene social work teachers can effectively improve their teaching ability.