Analysis of Education Needs for Instructional Competency of Lifelong Education Instructor in China

Abstract

The purpose of this study is to improve and strengthen the teaching capabilities of Chinese lifelong education instructors by identifying the importance and current level of teaching capabilities recognized by lifelong education instructors and ranking educational needs. To this end, a survey of 259 Chinese lifelong education instructors was conducted for four weeks from October 1, 2022. As a result of this study, a difference test between the important level of teaching competency and the current level was conducted to determine the priority according to the teaching competency education needs of lifelong education instructors. As a result of the analysis, there was a statistically significant difference in the difference between the important level and the current level in teaching competency. Program development capabilities, self-management capabilities, learner progress management capabilities, teaching method development capabilities, learning resource and information collection capabilities, course planning capabilities, learning counseling and consulting capabilities, integration of learning content, concentration development capabilities, and motivation capabilities. In the Focus model, a total of 10 items were derived from teaching method development, curriculum preparation, motivation, teaching media utilization, communication, ice breaking, self-management, learner progress management, concentration, learning counseling, and consulting. Borich"s demand priority detailed competencies and The Focus for Focus model HH were seven top priority detailed competencies: teaching method development, course preparation, motivation, self-management, learner progress management, concentration development, learning counseling, and consulting. It is important to prepare a plan based on the analysis of instructors" educational needs because the teaching competency for lifelong education instructors to play a successful role as instructors plays an important role in learners" learning outcomes and learners" learning satisfaction. Therefore, when conducting a curriculum to strengthen instructor capabilities in lifelong education institutions, it is necessary to strengthen the curriculum design according to the needs of instructors. This study is meaningful in that it confirmed the educational needs of lifelong education instructors for teaching competency through a multi-layered method and derived what the priority of teaching competency is. 本研究旨在掌握终身教育教学者所认知的教学能力的重要水平和现在水准,并阐明教学要求排名,从而改善和加强中国终身教育教学者的教学能力。为此，从2022年10月1日起，对259名中国终身教育教学人员进行了为期4周的调查。本研究结果显示,为了决定终身教育教授者的教授能力教育要求的优先顺序,对教授能力进行了重要水平和现在水准的差异鉴定。 分析结果显示,在教学能力方面,重要水平和现在水准的差异在统计上存在有意义的差异。 Borich要求优先顺序的详细能力是程序开发能力、自我管理能力、学习者进度管理能力、教学法开发能力、学习资源及信息收集能力、授课过程案制定能力、学习商谈及咨询能力、学习内容的整合能力、集中力开发能力、动机诱发能力。在The Locus for Focus model中,位于HH象限的项目共有10个,分别是教学法开发能力、授课过程案制定能力、动机诱发能力、教学媒体应用能力、沟通能力、破冰能力、自我管理能力、学习者进度管理能力、集中力开发能力、学习商谈及咨询能力。Borich要求度优先顺序详细能力和同时位于The Locus for Focus model HH象限的优先顺序详细能力是教学法开发能力、授课过程案制定能力、动机诱发能力、自我管理能力、学习者进度管理能力、集中力开发能力、学习商谈及咨询能力7个项目。 终身教育教授者为了成功履行教授者的作用,教授力量对学习者的学习成果和学习者的学习满意度起着重要作用, 因此制定以教授者的教育要求分析为基础的方案非常重要。因此,在终身教育机构进行强化教授力量的教育课程时, 有必要根据教授的要求,通过设计教育课程来强化方案。本研究通过多层方法确认了终身教育教授对教授能力的教育要求,并得出了教授能力的优先顺序,具有重要意义。