A Study Of Faculty's Instructional Development In Chinese College And University

With the penetration of the popularity of higher education and the variety of higher education constitutions and sources of university students, the questions of faculty cultivation and continuing learning attract more and more attention of people. However, the appearance of the peak value of young faculty makes the development of them important for people. With entrance of a new era of many years'higher education quality construction, the faculty become the key factor of restricting the teaching quality improvement of universities and overall development of education career in current days. This thesis carries out the deep research of faculty development right under this background.This research aims to find the plight of faculty development in China by analyzing documents and making intellectual enquiries. It wants to investigate the current situation of faculty development through questionnaire survey and draw on the experience of faculty development in developed regions. The final aim of this study is to put forward the measures for the faculty development in China.There are five chapters in all in this thesis. The first chapter is exordium. It has a brief introduction of the background ,significance and current situation of the research.The second chapter is summary of faculty development. It mainly analyzes the differences of these definitions: specialization of teachers; teacher professional development; faculty training; faculty development and instructional development of faculty. It also expatiates on two theories: scholarship of teachin; adults'learning. The third chapter is about the current situation and analysis of instructional development of faculty. It put forwards that there are plights of ideas, systems, practice and culture in faculty development in China. Through the survey I conclude that there are significant differences among faculty's school age, academic titles, teaching subjects and class teaching degree of satisfaction. The faculty will enter into a"plateau period"after 4 to 8 years'teaching.The fourth chapter introduces the practice and experience of instructional development of faculty in Taiwan detailedly. The fifth chapter is about measures of promoting our country's instructional development of faculty. In this chapter, the writer thinks that on the lay of idea, we should set up the idea of teaching and learning development and sparkplug the notion of scholarship of teachin;On the lay of system, we should establish the system of faculty cultivation; on the lay of organization, we should found center for teaching and learning development, strengthen the construction of teaching team and reconstruct staff room in colleges and universities; on the lay of approach, we should carry out classified faculty training, pay attention to the"plateau period"in the process of faculty development and improve the forms of faculty training and so on.