Thanks to the love of the University, he was recently employed as the undergraduate teaching supervisor of the University from 2013 to 2014. Before the national day, I participated in the teaching supervision meeting held by the Academic Affairs Office for the first time. At the meeting, some old supervisors introduced their experience of attending the class. I am mainly concerned about the basic responsibilities and obligations of undergraduate teaching supervision set by the University. Although the current state of my scientific research work is basically the same, I still want to try how to do a good job of undergraduate teaching supervision. Therefore, the main harvest of participating in this meeting is to clarify the basic responsibilities and tasks of teaching supervision as stipulated by the school. There are three aspects of Undergraduate Teaching Supervision: 1. Listen to the classroom teaching of new young teachers (the number of lectures depends on the teaching effect of each teacher); 2. Cooperate with the school's educational administration department to set up teaching files for some teachers (the specific candidates are decided by the school or department). This time, I am assigned to be responsible for the teaching files of the three teachers together with another old supervisor. I need to attend classes frequently (each teacher is required to attend at least three times); 3. Spot check undergraduate thesis and evaluate the quality of undergraduate thesis. Hidden work may involve participation in some school related teaching activities, such as participating in teacher lecture competition evaluation, teaching project evaluation, teaching advanced person evaluation, etc.

In my heart, undergraduate teaching supervision is a very meaningful work, especially in some universities of our country, there is a common phenomenon of emphasizing scientific research and neglecting teaching, which leads to the decline of undergraduate teaching quality. Therefore, I think that as a retired professor, it is a matter of "accumulating virtue and doing good deeds" to participate in the work of improving the quality of undergraduate teaching. This is the reason why I am willing to accept this work. This is because the adverse consequences of Universities' emphasis on scientific research and neglect of teaching will seriously affect the quality of our postgraduate training and the quality of human resources in all walks of life, which is a major event related to China's economic and social development. For example, the decline of undergraduate teaching quality in some graduate students shows as follows: narrow professional knowledge, unclear basic concepts, weak hands-on ability, poor ability to find and solve problems, etc. Therefore, corresponding education supervision departments have been set up in national and provincial education authorities. In order to show the importance of supervision, the first person in charge of supervision (general supervision) is often the administrative first person. These educational supervision work involves almost all levels of education, such as primary, secondary, higher education and vocational and technical education. It should be said that if this work is done well, it will be a great thing of "eternal merit", otherwise it will be a "face project" in the field of education.

As for undergraduate teaching, I have also written some blog articles, among which, "giving lectures to undergraduates is a kind of enjoyment" (November 7, 2012), expressing my positive attitude towards undergraduate teaching. In fact, as long as we do a little research on the current situation of higher education at home and abroad, we will find that university administrative departments and professors in developed countries in Europe and the United States generally attach importance to undergraduate education, and others do better than us. For example, the president of Yale University once said, "our students are very lucky. They have a chance to communicate with famous professors once a week." I think this kind of free communication is very meaningful to improve the overall quality of college students. Princeton University has a "summer academic research project for college students". This project is aimed at those undergraduate students who are interested in learning. During the summer vacation, they participate in the scientific research activities of some professors' research groups to carry out scientific research training, so that they can enter the academic research territory in advance. It is said that when applying for a teaching position in a famous foreign school, the applicant needs to provide three "personal statements": teaching statement, scientific research statement and diversified education statement. Obviously, there are two items related to university education: teaching statement and diversified education statement (this is the most difficult one to write). All these show that the world-famous universities attach great importance to the undergraduate teaching ability of teachers.

A young man who is about to finish his post doctoral research at MIT told his MIT tutor that he is going to offer a "probability and mathematical statistics course" in a university. For this reason, MIT tutor said, in order to help you teach this course well, I will arrange you to give a trial lecture of this course at MIT, listen to your opinions, and specially take time to discuss with young people about the organization of the teaching content of this course and related issues of classroom teaching. This shows that professors in famous universities are very serious and responsible for the classroom teaching of undergraduates. Young people refer to the teaching content of "probability and mathematical statistics" course in MIT University and find that it is not necessarily true that there was a bull who claimed that the quality of foreign undergraduate teaching is not as good as that in China. After comparing the course contents and related textbooks of "probability and mathematical statistics" between a key university in China and MIT, he found that no matter from the depth and breadth of the course contents, domestic universities are far worse than MIT. I think the educational ideas and corresponding work of famous foreign universities for undergraduate students should also belong to our undergraduate teaching supervision work which keeps pace with the times in the new century. Therefore, I think a competent undergraduate teaching supervisor, in a sense, should undertake the responsibility of a "University educator", rather than just a few hard teaching supervision work.

The undergraduate teaching process of our ordinary university is generally composed of: Classroom Teaching (including course discussion and after class Q & A), experimental teaching, practical teaching (such as Geosciences) and final graduation thesis. The rich and colorful extracurricular activities belong to the content of students' choice, which does not seem to fall within the scope of teaching supervision. The responsibilities of the University on "undergraduate teaching supervision" mainly include: assisting the academic affairs office to inspect and guide the daily teaching work of the College (Department) and teachers; Participate in teaching research projects and teaching achievement evaluation; Participate in the evaluation of undergraduate teaching level. According to this principle, the office of academic affairs has made clear the above three specific tasks: attending classes, filing and checking graduation thesis. However, I am thinking about two basic problems related to Undergraduate Teaching Supervision: 1. The basic conditions of undergraduate teaching supervisor, that is, what kind of person is suitable for undergraduate teaching supervision. Because as a teaching supervisor, we should not only supervise but also guide. Obviously, not everyone is competent for this job, including whether I am competent or not. Practice is the only standard to check whether a supervisor is competent or not; 2. How to do a good job of supervision involves how to evaluate the effectiveness of a supervision work, just as we evaluate the scientific research level of a professor. Therefore, I think that the undergraduate teaching supervision should be the teachers who have been engaged in all aspects of undergraduate teaching for a long time, and these teachers should have certain positive judgment ability on the undergraduate teaching process. For example, the correct evaluation of a teacher's classroom teaching quality, the selection of "famous teachers" in line with the concept of modern university education, and the scientific evaluation of the level of undergraduate thesis.

In order to reflect the fairness of the supervision work, the educational administration department of our school adopts the interdisciplinary approach in the selection of the supervised and supervised teachers, that is, the supervision of the original majors and the subjects of lectures and files across the first level disciplines, which requires the supervisors not only to have a clear understanding of the teaching links of the subject, but also to have a wide range of professional knowledge, Otherwise, when you supervise the classroom teaching, you will only pay attention to some non substantive content. For example, students' attendance rate, teachers' blackboard writing, multimedia and other external things. The three courses I supervised were "spatial data structure" and "advanced mathematics and probability and statistics". These courses basically belong to the basic courses and knowledge areas of Geophysics, and the contents are not too unfamiliar.

The quality of classroom teaching seems to be an important part of undergraduate teaching supervision. In my decades of professional undergraduate teaching practice, understanding an excellent traditional classroom teaching is mainly manifested in: the content of each course is properly organized, the relevant knowledge concepts are clearly and accurately expressed, the explanation is clear and hierarchical, the key points are highlighted (students are used to call it "knowledge points"), the standard of Putonghua, the clear pronunciation, and the appropriate speaking speed (expressed in the tone of yin and Yang), The blackboard writing structure is reasonable and beautiful, the body language use is appropriate (too little body language will appear dull, too much is easy to distract students). But a teacher's teaching style is different, I myself still focus on the organization of the classroom content is the most important. We can recall the classroom teaching scenes of many teachers we heard in those years, and the teachers who have rich knowledge and well-organized course content really have deep memory. When they talk about a certain concept, they can quote from the classics and quote from others. This kind of teacher's writing on the blackboard may be messy, but the students who can "listen to the class" appreciate the goods in the teacher's stomach. The wonderful content (including style) of the teacher's lecture will be deeply imprinted in the students' mind. For those teachers who are poor in content, they may be interesting in teaching, lively in class and beautiful in writing on the blackboard, but the impression on students is only superficial. After a few years, you can hardly remember any specific content of the class. If we want to divide a classroom teaching into two parts: content and form, it is obvious that the form is for the service of content, not the opposite. Therefore, I always recommend my classroom teaching philosophy to young teachers: to prepare rich reference materials for each classroom lecture around the basic curriculum outline, and strive to achieve "rich" and "familiar" content in lesson preparation. It is impossible to teach a course well only by a few textbooks (especially professional courses).

About 30 years ago, a professional teacher in our department who graduated from 1956 and was recognized as excellent in teaching said to me: in class, when you have finished talking about a concept, you should walk back and forth on the platform to let students use this time to think about, absorb and digest the concept, instead of talking about it like a barrage of bullets. An old teacher with fast speaking speed (probably genetic) also said: "it's not easy to change this problem, so I have to pause when writing on the blackboard to give students some room to recall.". At present, some teaching supervisors have some specious evaluation "standards" when evaluating the teaching quality of some young teachers. For example, some people pay attention to the number of students in class, to see the attendance rate of students; Some people pay attention to whether blackboard writing is standardized, because the "rules" of the educational administration department mention the problem of "blackboard writing standardization", but they do not provide the specific style of "blackboard writing standardization". Of course, I don't advocate so specifically "standardizing" the teacher's classroom teaching style; Large class interaction problems; Multimedia problems, etc. An old professor once listened to the professional course I gave to the experimental class. His subject is quite different from my main course, so he mainly exchanged views with me from my teaching style and knowledge. He fully affirmed my classroom teaching, but asked me "why some students didn't come to class.". I replied that this question needs to be asked to those students. Some netizens have summed up many types of "skipping students". I don't know which type of students they belong to. Frankly speaking, I usually make a symbolic roll call in the first class, which means that teachers and students get to know each other, and I won't make another roll call after that. I told the students that if you can study by yourself according to the large number of course reference materials provided by me, I have no objection, but if it is contrary to the relevant regulations of the school, you will be responsible for the consequences. When I was a teaching assistant more than 30 years ago, a student, with the approval of the dean of the Department, did not listen to all professional courses, and finally only relied on the examination results as the final scores of each course. Now it seems that there is nothing wrong with it. The student later completed his doctorate in the United States and came to Australia to work in image processing. His work and life were very pleasant.

I have just listened to a new teacher's "spatial data structure" course, and the object of the class is the third grade students. With my understanding, I recognize his lecture style. This young man graduated from a key university with a bachelor's degree and a doctor's degree from an overseas university. He is good at English and knowledge. This year, he just won the national youth fund project. I seriously summarized his lecture performance and suggested that he take time to exchange views in my office. After class, he came to my office in time. We had a serious discussion on classroom teaching. I summed up his positive opinions on his lectures, mainly as follows: 1. The courseware (PPT) produced by the lectures is basically in English (taught in Chinese), which is well combined with the course content. 2. Communicate with students actively before class to understand their learning situation. 3. The interaction is very good during the lecture, which belongs to heuristic teaching. 4. The "final report" arranged in this course has its own characteristics. The report requires the introduction or design of an algorithm for spatial data structure based on the actual situation. The title of the report is made by a three person team, and the written report is required to have at least one English paper related to the course content published in recent five years. 5. The content of the lecture is "avant-garde". For example, he attached the first proposer and year of each "polygon merging" and "polygon aggregation" algorithm to the corresponding case, so that students can read the original English text. I suggest that he supplement the detailed source of the specific literature. Of course, as he didn't write on the blackboard in class, I had a full exchange and Discussion on the relationship between writing on the blackboard and PPT, the connection and arrangement of course content, and the use of body language.

In a word, although I attach great importance to undergraduate teaching supervision, my understanding may be superficial. I feel uneasy about this "holy work". I'd like to listen to your opinions.