Under the Background of Educational Digitization: The New Connotation and Enhancement Path of Research-Based Teaching Ability of Young University Teachers

Abstract

Under the background of educational digitization, young university teachers' research-based teaching abilities face new challenges and opportunities. Currently, young university teachers generally face issues such as weak awareness of research-based teaching, insufficient information-based teaching abilities, and a lack of institutional support mechanisms and training systems. Based on this, this paper redefines the three new connotations of research-based teaching abilities in the context of educational digitization, including digital research-based teaching design ability, data-driven process guidance ability, and information-based research and teaching integration ability. To enhance the research-based teaching abilities of young teachers, this paper proposes the development of a deep integration model of "technology-teaching-academics," a support system of "blended professional development + community empowerment," an action strategy of "practice-reflection-iteration," and the establishment of a school support mechanism based on the "system-resources-ethics" triad, in order to promote the transformation of the teaching paradigm from "transmission" to "research," achieving a deep collaboration between talent cultivation and educational digitization.