The importance of teachers' teaching self-confidence in ideological and political courses and the ways to achieve it

First, the importance of teachers' teaching self-confidence in ideological and political courses in higher vocational colleges

Teaching self-confidence means teachers' recognition that they have achieved their teaching goals through the teaching process. The so-called self-confidence of ideological and political teachers refers to their trust in their ability to successfully complete specific ideological and political education activities through teaching. Teaching self-confidence plays a vital role in the career growth of ideological and political teachers, especially in higher vocational colleges with weak teaching environment and career development conditions. It is a valuable asset for all ideological and political teachers in their teaching career and a basic element for successful education.

(1) Driving the continuous improvement of teaching quality

Under the current situation of large class teaching, an ideological and political teacher often tries to attract hundreds of students in the classroom, and it is difficult to manage and organize effective teaching in the large class. Teachers are easily influenced by the negative feedback of students in the large class and carry out negative teaching, resulting in a decline in teaching quality. In addition, higher vocational students' desire for knowledge is not strong, which makes it more necessary for ideological and political teachers to take the initiative to conduct effective teaching guidance and infection, among which teaching self-confidence is particularly important, which is an important guarantee for teaching quality. Teachers of ideological and political courses have strong teaching self-confidence, can affirm their own teaching, are not easily influenced by negative environment, and are more inclined to change the teaching object rather than accept the change by the teaching object. If you fully believe in your own teaching ability and influence, you can have high teaching confidence, have a sense of professional identity, and put people into teaching work. Therefore, in order to achieve their own teaching expectations, realize the confirmation of their own teaching confidence, teachers can show great enthusiasm for teaching work, and when faced with problems, they can also persistently find ways to solve problems to realize their teaching expectations, so as to realize the continuous improvement of teaching quality. On the other hand, teachers of ideological and political courses who lack self-confidence in teaching are easily influenced by external unfavorable environment. Because students in higher vocational colleges are not eager to learn, it is easy to give teachers a message of denying their teaching in class, which leads teachers to either deny themselves, their self-confidence in teaching is frustrated, or they deny students and are unwilling to teach at all. No matter what happens, the quality of teaching will not be guaranteed. Moreover, their teaching expectations are low, and they are only satisfied with the requirements of "finishing class" and "full workload", and they are passive in teaching and students, lacking interest and attention, and naturally paying little attention to the quality of teaching.

(2) Promoting the professional identity of teachers of ideological and political courses

At present, there are many professional psychological problems in teachers of ideological and political courses in higher vocational colleges, which are job burnout and low professional identity. It not only affects the effectiveness of ideological and political theory teaching, but also restricts the growth and development of teachers. To prevent and overcome the job burnout of ideological and political teachers and improve their professional identity, subjectively, this requires good teaching self-confidence to promote the perfection of self-personality and improve self-psychological adjustment ability. After decades of reform and opening up, great changes have taken place in socialist China, and the attitudes of some Chinese people towards ideological and political education have also changed greatly. From initial recognition and pursuit to indifference and even ridicule, the profession of ideological and political teachers has not formed a good external environment for professional identity. In this case, for the ideological and political teachers themselves, the degree of professional identity depends more on good teaching confidence. Teachers of ideological and political courses have high self-confidence in teaching, so that they can take self-cognition as the center, strengthen their own Marxist political beliefs, effectively avoid the influence of bad social environment, and form a correct value orientation for the profession of "ideological and political theory teachers". Devote yourself wholeheartedly to teaching and scientific research activities that create work value, strive to obtain various work results, improve professional identity, and further transform it into work motivation to realize a virtuous circle of professional identity and development.

second, the analysis of the current situation of teachers' lack of teaching self-confidence in ideological and political courses

Teachers in ideological and political courses should have good performance in political beliefs, theoretical literacy, practical experience, personality charm and teachers' morality and style, and teaching self-confidence is the basic element to build these abilities and accomplishments. However, due to various reasons, the current teachers of ideological and political courses in higher vocational colleges lack self-confidence in teaching, which is not conducive to the favorable development of ideological and political courses and teachers' personal career development.

(1) The main manifestation of the lack of self-confidence in teaching

With the increasing diversification of China's ideological field and the continuous infiltration of western ideology into China, teachers of ideological and political theory courses in colleges and universities are inevitably affected, which is mainly manifested in some degree of unconsciousness and self-confidence in the teaching of Marxist theory and ideological and political theory courses. With the development of new media, students are surrounded by information all the time, and various appearances of social development are constantly emerging in front of college students, causing confusion in their understanding. In view of these puzzles faced by students, the lack of self-confidence of some ideological and political teachers in teaching is highlighted. Some teachers unilaterally emphasize to students that this course is a comprehensive course, so they teach too much knowledge about history and society in actual teaching, and cite other disciplines' theories, which neutrally downplays the Marxist theory dominance of the course; Some teachers lack a full understanding of socialist theory in classroom teaching and cannot clearly explain to students the gap between the theoretical description of socialism and the current social development; Some teachers lack self-confidence to guide classroom public opinion when facing the big social public opinion environment, and can't use ideological and political theory to explain current social problems and government policies to students, and guide students to look at problems correctly and rationally.

(2) The main reason for the lack of self-confidence in teaching

First of all, it is the subjective factor of the ideological and political teachers. A qualified ideological and political teacher "should first have firm ideals and beliefs, truly establish theoretical identity, political identity and emotional identity with Socialism with Chinese characteristics, and strengthen Socialism with Chinese characteristics's road confidence, theoretical confidence and institutional confidence". However, "if teachers' own quality is not high or comprehensive, they have a little knowledge of the developing Marxist theory, little knowledge of social practice, and are indifferent to the thoughts and thoughts of college students, they will not be able to stimulate college students' interest in learning, show the great charm of Marxist theory, and make Socialism with Chinese characteristics theory system and socialist core value system penetrate into college students' minds, and their teaching will inevitably be ineffective." As teachers in party member, most teachers of ideological and political courses have firm Marxist beliefs, full of confidence in socialist development, and can work diligently as a lifelong career. However, as far as the history of higher vocational education in China is concerned, the sources of ideological and political teachers in many higher vocational colleges are complicated, including fresh graduate students and retired teachers who are rehired. There are both ideological and political professors who used to teach in universities and ideological and political teachers who have been upgraded from technical secondary schools; There are not only professional counterparts from ideological and political education, but also interdisciplinary teachers from other majors. This situation has caused some teachers of ideological and political courses in higher vocational colleges to have some limitations in their own political beliefs, theoretical foundation, cognitive and inquiry abilities, practical level, and so on, and there are deficiencies in "road confidence, theoretical confidence and institutional confidence", and there is also the problem of weakening Marxist beliefs, which will affect the establishment of good teaching confidence. Secondly, it is the objective factor of ideological and political course. Higher vocational colleges pay more attention to professional skills and technology teaching than ideological and political theory teaching because of their own school orientation, which makes the course marginalized, such as the compression of class hours and credits in some colleges. Some colleges and universities do not give ideological and political teachers a sense of belonging, but only let them feel the restraint of administrative power management, but lack the development guidance for ideological and political teachers, and only require teachers to complete the teaching and research tasks that are rigidly stipulated by the school, such as paying attention to the study, training and practice of professional teachers and neglecting the study, training and practice of ideological and political theory teachers. The content of the textbook lags behind the reality, and some new situations and problems in society have not been given the necessary guidance. There is a certain crack between the moral theory education in the classroom and the social environment. For higher vocational courses that attach importance to application and practice education, this reduces the trust and recognition of higher vocational students to ideological and moral education courses to a certain extent. The low status of courses, the neglect of teachers' development, the dislocation of teaching content and social environment and other factors make the status of ideological and political teachers gradually on the edge of colleges and universities. The embarrassing situation often causes psychological inferiority and loss, which in turn affects the enthusiasm and progress of work and leads to insufficient teaching confidence.

Third, ways to improve the teaching self-confidence of teachers of ideological and political courses in higher vocational colleges

Teaching self-confidence is the basic quality for teachers of ideological and political courses to make continuous progress and succeed. Both the leaders of higher vocational colleges and the ideological and political teachers themselves should pay attention to the improvement of teaching self-confidence, create a favorable teaching atmosphere and establish an effective training mechanism to promote the good development of ideological and political teachers.

1. Teachers' teaching self-confidence depends on their own knowledge self-confidence

Although the level of running a higher vocational school is not higher than that of an undergraduate college, the actual teaching situation determines that the classroom teaching is more difficult than the former. Some teachers of ideological and political courses have the phenomenon of following the book, avoiding answering and answering irrelevant questions in classroom teaching. Apart from some teachers' perfunctory mentality accidents, teachers themselves are lacking in confidence, which greatly weakens the classroom authority of ideological and political teachers. Higher vocational students' learning experience neglected by teachers because of their poor grades in middle school makes their views on society tend to be negative, and they are easily influenced by bad comments on some right and wrong issues. Therefore, in the face of important political and theoretical right and wrong issues, teachers of ideological and political courses can't avoid the problems, but must clearly interpret and guide them from their own viewpoints and fully demonstrate their authority in knowledge, which requires them to have extensive knowledge quality and build up knowledge self-confidence. "To educate the people, you must be educated first. To give nutrition to the people, we must first absorb nutrition ourselves. " Teachers of ideological and political courses must comprehensively and profoundly understand and grasp Marxist theoretical thought, and achieve "true learning, true understanding, true belief and true use".

2. Teachers' teaching confidence in ideological and political courses should strengthen social practice

Marxist epistemology points out that practice is the source of cognition, the driving force and the ultimate goal of cognitive development. Although the teachers of ideological and political courses have received a lot of professional knowledge education at school, the curriculum characteristics of ideological and political courses determine that these are not enough. The educational content of ideological and political course should be closely related to the times, and many new theories should be constantly confirmed and developed by practice. Higher vocational education is based on application, and the students trained in the future are more practical than theoretical research. Therefore, teachers of ideological and political courses should carry out more social practice, strengthen their further understanding of theoretical knowledge in practice, correct the deviation caused by their subjective understanding realistically, and overcome possible problems that are divorced from reality. Therefore, higher vocational colleges should establish a standardized practice mechanism to support ideological and political teachers to actively carry out various forms of social practice. According to the characteristics and laws of ideological and political education and self-running, higher vocational colleges should establish standardized operating rules on practice content, organizational form, implementation steps, goals to be achieved, and the relationship with course content, and constantly improve them in practice. To ensure the material guarantee for the social practice of ideological and political teachers, according to the requirements of the relevant documents of the central government, the standard of not less than 1.5 yuan per student per year is provided. After the practice investigation, teachers of ideological and political courses should carefully classify and sort out all kinds of practical activities, such as words, pictures, data, videos and objects, according to the course content and requirements, establish the ideological and political teaching resource base, and form a mechanism to constantly supplement and improve new materials in future practice activities for teachers to use in classroom teaching and effectively support theoretical teaching. Only in the process of social practice, can we integrate theory with practice, firmly believe in the ideological and political theory taught by ourselves, and be confident in teaching, thus establishing classroom authority and cultivating teaching confidence.

3. Teachers' teaching self-confidence should cultivate professional self-confidence

Ideological and political education major is not only the way for ideological and political teachers to make a living, but also means having their own world in the vast ocean of knowledge. A professional ideological and political teacher should respect his major and have strong professional self-confidence, which is also the premise of forming teaching self-confidence. However, influenced by the nature of the subject and the orientation of running a school, ideological and political courses in higher vocational colleges are often marginalized in teaching, which makes people have the illusion of dispensability and seriously dampens the professional confidence of ideological and political teachers. At present, there is such a situation in some colleges and universities. The shortage of enrollment in a certain major leads to the surplus of teachers, so it is undoubtedly extremely embarrassing for any ideological and political teacher to arrange the surplus professional teachers to teach ideological and political courses. If the teacher of "Ideological and Political Course" is an ordinary job that any teacher, even administrative personnel, can be competent for, and does not need long-term professional study, teaching training and vocational training, and is not creative and irreplaceable labor, it will inevitably make the teacher of "Ideological and Political Course" have a serious sense of professional crisis, let alone make the teacher of "Ideological and Political Course" have the motivation to teach, and it is difficult to get the successful emotion of work from teaching. Society, schools and ideological and political teachers themselves should pay attention to these problems, pay attention to and support them at multiple levels, and establish the professional self-confidence of ideological and political teachers. First of all, the society should form an environmental atmosphere that respects teachers of ideological and political courses. In order to make the public give up their colored glasses about this profession, we must improve their social status and professional image through relevant policy inclination and support. As far as possible, the nominal course position of ideological and political course should be consistent with the actual position, so as to enhance the professional prestige and improve the professional enthusiasm of ideological and political course teachers. Secondly, colleges and universities should not only build a fair and reasonable competitive environment for teaching and research, but also strengthen care and guidance for ideological and political teachers in their career growth. Establish teachers' professional standards and implement standardized access system to ensure the professional development of teachers; Improve the level of wages and salaries, economically ensure that ideological and political teachers are not inferior, and materially guarantee the professional self-confidence of ideological and political teachers; Solve the problem of professional title evaluation and employment, ensure that teachers will upgrade their professional orientation from "making a living" to "seeking a job" and make efforts for it. Gradually improve the professional identity of ideological and political teachers through the improvement of professional external environment, and then internalize it as the driving force for their own development, do a good job in teaching and realize professional development. To sum up, the teaching self-confidence of ideological and political teachers in higher vocational colleges can not be separated from the construction of three factors: personal knowledge, social practice and career development environment. A rich knowledge base is the basic condition for teachers of ideological and political courses to realize their teaching self-confidence. Social practice proves the truth and scientificity of ideological and political theories and provides support for teachers' teaching self-confidence. A good professional environment is an external factor to prevent teachers of ideological and political courses from experiencing job burnout and generating professional identity. The coordinated attention and progress of the three levels is the key to realize teaching self-confidence, which also determines the teaching self-confidence of ideological and political teachers in higher vocational colleges.