Higher education in the new era puts forward new requirements and challenges for teaching supervision in colleges and universities, but teaching supervision in colleges and universities encounters difficulties in actual work. This article uses literature research methods and logical deduction research methods, combined with the actual work of teaching supervision in colleges and universities, and the research finds that teaching supervision in colleges and universities exists: the status is not high, the staff composition is unreasonable, the supervision is less important, and the lack of refinement management and other issues. In view of the above situation, it is proposed that colleges and universities should establish teaching supervision committees directly under the schools and provide necessary support. Optimize the composition of the staff and attract front-line educators, social figures and young teachers with cutting-edge knowledge to participate in teaching supervision. Colleges and universities should also introduce information technology to improve teaching supervision, build a classified teaching supervision system with disciplinary characteristics, and improve the effect of teaching supervision. Teaching supervision should continuously strengthen teaching demonstration and guidance, and promote innovation in discipline and professional education.

Min Zhang, Fangting Lu, and Sanping Long. The Practical Dilemma and Path Exploration of Teaching Supervision in Colleges and Universities in the New Era. International Journal of New Developments in Education (2020) Vol. 2 Issue 8: 114-123. https://doi.org/10.25236/IJNDE.2020.020816.

[1] Yuan Xiaoming. Specialization of Educational Supervision Team in the New Era: Appeals, Problems and Countermeasures[J]. Journal of Mudanjiang Institute of Education, 2018 (11): 23-25.
[2] Qiao Limin. Analysis of the problems and countermeasures of the teaching supervision team in colleges and universities[J]. Journal of Jilin Agricultural Science and Technology Institute, 2018 (3): 21-22.
[3] Xu Aiping. Path selection of the teaching supervision system in colleges and universities[J]. Higher Education Development and Evaluation, 2015 (1): 15-18.
[4] Zhang Dong. The selection of the teaching supervision position for the sustainable development of teachers and students [J]. Chinese Journal of Education, 2017 (1): 41-45.
[5] Chen Baoqi. Institutionalized management: the guarantee of normalization of school teaching supervision [J]. Educational Theory and Practice, 2018 (17): 18-20.
[6] Zheng Xiuying. "Student-centered" college teaching supervision work exploration [J]. Teaching Research, 2019 (5): 43-46.
[7] Yao Yunhong. Using the teaching supervision mechanism of colleges and universities to comprehensively and quickly improve the teaching ability of young teachers [J]. High Teaching Journal, 2016 (5): 218-221.
[8] Du Xiaojing. Reflection on the practice of undergraduate teaching supervision in colleges and universities [J]. Education Teaching Forum, 2017 (7): 134-135.
[9] Chen Xinyuan. Research on the Problems and Countermeasures of Teaching in Colleges and Universities [J]. Journal of Jilin Normal University of Engineering and Technology, 2017 (6): 5-7.
[10] He Dechun. Research on the Construction of University Teaching Supervision Team [J]. Journal of Hexi University, 2017 (5): 124-128.