The Study on the Promotion Strategy of Army Civilian Faculty’s Teaching Ability in the Military Academy from an Individual Perspective
- DOI
- 10.2991/iceiss-18.2018.105How to use a DOI?
- Keywords
- Promotion strategy; Army civilian; Teaching ability; Military academy
- Abstract
With the establishment of the Army Civilian Policy since 2005, the number of Army Civilian community has witnessed an increasing trend, especially in military academies. Therefore, the teaching abilities of civilian posts have aroused great attention, but there is no systematic analysis on the promotion of the teaching abilities of civilian posts in army academies has been conducted. This paper aims to provide a systematic promotion strategy for army’s cultural knowledge system and contribute to the cultivation of high-level military talents. Through the connotation analysis of teaching ability, the connotation of the teaching abilities of civilian posts has been summaried. Besides, based on the features of civilian posts and the most effective teaching theory, cognitive-developmental theory, psychological need theory and national defense need theory have been put forward. Based on the above content, this paper proposes the strategy of how to promote the teaching abilities in military academies from an individual perspective on the basis of adaptability, knowledge, research and image of individual.
- Copyright
- © 2018, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Lixin He AU - Meng Jin AU - Jingxue Sun PY - 2018/12 DA - 2018/12 TI - The Study on the Promotion Strategy of Army Civilian Faculty’s Teaching Ability in the Military Academy from an Individual Perspective BT - Proceedings of the 2018 2nd International Conference on Education Innovation and Social Science (ICEISS 2018) PB - Atlantis Press SP - 437 EP - 440 SN - 2352-5398 UR - https://doi.org/10.2991/iceiss-18.2018.105 DO - 10.2991/iceiss-18.2018.105 ID - He2018/12 ER -