Research on the Current Status and Improvement Paths of Research-Based Teaching Ability of Young Teachers in Non-“Double First-Class” Undergraduate Institutions

Abstract

  To effectively enhance the research-based teaching ability of young teachers in non-“Double First-Class” undergraduate institutions, this paper conducts an in-depth analysis of the current status and improvement paths of their research-based teaching ability. The study reveals that young university teachers generally face core issues such as insufficient innovation in curriculum design, lack of integration between research and teaching, and imperfect teaching evaluation systems. Based on these findings, the paper proposes improvement paths for teachers’ research-based teaching ability from the perspectives of the macro environment, university organization, and individual teachers, providing a theoretical basis for enhancing the research-based teaching ability of young teachers in non-“Double First-Class” undergraduate institutions.