Green pepper "is a self deprecating internet slang among young university teachers. Young teachers in universities are full of vitality and vigor, but they also face many difficulties such as insufficient support resources in the initial stage of academic development, high pressure on "either promotion or departure" assessment, difficulty in applying for projects, and difficulty in publishing papers. Recently, the Ministry of Education and six other departments issued the "Guiding Opinions on Strengthening the Construction of Young Teachers in Colleges and Universities in the New Era" (hereinafter referred to as the "Opinions"), which deployed support and guidance for the comprehensive development of young teachers. What are the new highlights in the "Opinions" and how to implement the deployment of the "Opinions"? This not only empowers the growth of "green peppers" and provides effective support, but also "loosens" them and removes unnecessary burdens and obstacles, in order to stimulate their motivation to devote themselves to the forefront of scientific research and stand on the classroom podium for a long time? The reporter conducted an interview. After the release of the "Opinions" on transforming "pressure driven" into "supportive incentives" and new measures to stimulate growth momentum, Dan Dan, a pre hired assistant professor at the China Engineering Science and Technology Frontier Cross Strategic Research Center at Beijing Institute of Technology, carefully read through it. What impressed Dan Dan the most was the categorization and diverse evaluation. The Opinion proposes to improve the job management system, refine employment standards, independently establish positions in accordance with laws and regulations, and flexibly hire young teachers. This means that more emphasis will be placed on scientific and differentiated job settings and assessment systems for young teachers, breaking through the limitations of traditional assessments that overly rely on indicators such as the number of papers and project funding. Associate Professor Hua Yang from the School of Automotive and Transportation Engineering at Hefei University of Technology pays more attention to the mutual promotion between scientific research and teaching. Most young teachers have recently graduated with a PhD and have a good foundation in scientific research, but the integration of industry, academia, and research, as well as the transformation of achievements, is a weak point. The "Opinions" propose to guide young teachers to combine research practice with innovation and entrepreneurship incubation, promote the transfer, transformation, and application of achievements, and integrate the latest scientific research achievements into teaching. These measures guide teachers to better integrate and promote scientific research and teaching with the problems of the industry front line, and reverse the long-standing trend of "emphasizing scientific research and neglecting teaching". The "Opinions" actively respond to the practical pressure brought by the "pre employment long-term employment" system in universities in recent years, and propose to "strengthen employment period management, process management, feedback, and guidance". This reflects a shift from being "pressure driven" to supporting and motivating. Some young teachers believe that "by improving funding and institutional guarantees, it can help young teachers to devote themselves to moral education and academic exploration with a more stable mentality Zhang Donggang, Secretary of the Party Committee of Renmin University of China, pointed out that "currently, young scientific and technological talents have become the driving force of China's scientific and technological innovation and development, and an important part of the national strategic talent force. They have shown great potential in producing significant original and disruptive scientific research results. The Opinion proposes effective measures to enhance the ability, vitality, and competitiveness of young teachers from the perspective of adapting to national strategies, technological changes, and economic and social development. This requires universities to grasp the strategic attributes of education, help and support the growth of young teachers in key areas, and fully stimulate their role as the driving force of higher education. It coordinates efficiency and fairness, individuals and the overall situation, and builds a" chain of talent development "and" guarantee backing "《 In the implementation of the Opinion, how to balance efficiency and fairness, coordinate the personal growth of teachers, the overall construction of schools, and the high-quality and connotative development of higher education as a whole? This is a topic that both universities and educational management departments need to face. Some universities implement a '3+3' appointment period assessment without sufficient research support, but research accumulation requires time, and short-term 'achievement oriented' is difficult to give teachers a sense of professional happiness and development potential. The Opinion requires a scientific setting of the employment period, but what are the standards for 'science'? Can the assessment requirements be adjusted synchronously in the context of a decrease in the winning rate of project applications and a significant increase in competition? ”A young teacher from an Eastern 211 university is confused. Huayang suggests that the evaluation and assessment criteria should take into account the uneven development of different disciplines. Even 'Double First Class' universities have differences in their internal disciplinary strength and construction speed, as well as significant differences in their strengths, weaknesses, disciplinary resources, and platform conditions. Therefore, they should not have a' one size fits all 'approach. To reduce the non teaching and research burden on teachers, which aspects need to be reduced? How to reduce? For example, the submission of some materials has no practical significance. Can data collection and sharing channels be achieved through technical means? In addition, training that lacks specificity and has poor effectiveness should be minimized as much as possible, and teachers' time should be spent on 'practical knowledge' that can truly guide teaching and research. ”The young teachers from the 211 universities mentioned above said. Cheng Jianping, Secretary of the Party Committee of Beijing Normal University, analyzed that on the one hand, universities need to adapt to the new situation and challenges of teacher professionalization development, use practical and relevant policy support, integrate high-quality resources from all aspects of the school, improve the entire chain of young teachers' professional growth, and create a teaching and research atmosphere that pursues excellence; On the other hand, we should attach great importance to the service guarantee work of the young teacher team, systematically design service guarantee contents such as salary and benefits, children's education, family housing, office space, hygiene and health, actively create a good environment for dedicated teaching and research, and enhance the sense of mission and responsibility of young teachers. To handle the relationship between teacher growth and school development, short-term and long-term, efficiency and fairness, it is necessary to adhere to the principle of 'macro order, micro revitalization'. ”Ma Luting, a senior professor at Zhejiang Normal University, analyzed that "in the context of promoting the improvement of national innovation capabilities, it is necessary to stimulate the subjective initiative and flexibility of schools, and prevent a one size fits all approach. For example, for the evaluation of innovative achievements, in addition to the innovative academic viewpoints written in papers, product innovation and process innovation should also be included. In the research organization model of 'big team combat', excessive emphasis should not be placed on high-intensity and fast-paced competition, but should be guided towards cooperation, so that young teachers can have relatively stable expectations, hone themselves in research teams, and grow steadily." By connecting internal and external schools, industry, academia, and research, we can create a favorable development environment for talents The reporter noticed that guided by the release of the "Opinions", it has become a common consensus to establish a comprehensive support system for young teachers in universities that covers "attracting, educating, using, and retaining" by smoothing the policy chain, creating a suitable atmosphere, connecting internal and external schools, industry, academia, and research. Zhang Donggang believes that in cultivating young teachers in universities, it is necessary to comprehensively enhance the systematic, holistic, and scientific training system, and continue to provide precise assistance and "nutritious" development supply for young teachers. Li Yi, Deputy Secretary of the Education Working Committee of the Beijing Municipal Party Committee and Director of the Beijing Municipal Education Commission, stated that a salary and benefits system with clear incentive orientation and support for outstanding development should be continuously constructed, and the allocation of scientific research resources and enrollment indicators should be optimized to favor young teachers with outstanding performance and enormous potential; Standardize the management of scientific research projects and talent plans, and reduce unnecessary administrative interference; Support universities to tilt towards high-level talents and departments with outstanding innovation achievements in the total assessment of performance-based pay; Establish a sound support system for the career development of young teachers, including onboarding training, domestic and international study tours, and other related systems. In terms of evaluation criteria, we should adhere to the guidance of innovation ability, quality, effectiveness, and contribution, explore and promote classified evaluation, and encourage teachers to develop in a classified manner. In terms of evaluation methods, it should be combined with the existing academic level, future development potential, and comprehensive quality evaluation. It should not only examine the level of academic achievements, but also the quality and prospects of future research directions, proposed solutions to scientific problems. The focus should be on the independence of academic research and the innovation of scientific exploration, as well as the ability of innovative thinking logic, teaching and communication expression, teamwork spirit, etc. In terms of evaluation mechanism, it is necessary to implement 'representative achievement evaluation' and 'long-term evaluation', give full play to the main role of the academic community in academic evaluation, fully respect disciplinary differences, and pay more attention to examining job performance. We should pay attention to process evaluation and developmental evaluation, so that young teachers can focus their main energy on original high-risk research, go ahead and boldly explore. ”Zhou Yaming, Deputy Secretary of the Shanghai Education and Health Work Party Committee and Director of the Municipal Education Commission, believes that comprehensive reform should be used to drive teacher evaluation reform and create a good ecology for young teachers to devote themselves to teaching. The healthy growth of young teachers in universities cannot be achieved without a development environment that is strong, warm, and emotional. ”Zhang Donggang said that universities should focus on building a virtuous circle of communication and growth community for young teachers, and carry out brand exchanges and club activities with themes and characteristics that cover "within and outside of eight hours" to promote ideological exchange and collision among young people; Strengthen communication and collaboration between universities and society, further build an integrated ecosystem of industry, academia, and research, and guide young teachers to enhance their innovation capabilities in solving practical problems. (New Society)