Research On The Teaching Development Mode Of University Teachers

With the continuous enrollment expansion, people’s concern on higher educationgradually transferred from “quantity enlargement” to “quality improvement”. In themeantime, the higher education structure of our country is changing rapidly, whichlies not only in the population structure of the students, but also in the structure ofteachers’ group. However, most of the teachers are lack of teaching experience,teaching research consciousness, and teaching ability. Therefore, how to promote thedevelopment of university teachers’ teaching has become the focus of the societyfrom all walks of life. Based on the experience of the American universities, thisstudy takes university teachers’ development and teaching mode as the researchobject, and builds a new model of university teachers’ teaching development.This article first discusses the development of university teachers’ goal and theorganization. The goal of university teachers’ teaching development can be dividedinto two categories, the individual goal and the group goal. The individual goalsinclude the development of the teaching professional knowledge, the promotion oftheir teaching skills and teaching cordiality; the group goals mainly refer to thepromotion of teachers’ occupational prestige and the position of teaching group. Theorganizations which undertake the development of teachers’ teaching are thedevelopment centre of university teachers and the training center. Then, the paperdiscusses the basic frame of university teachers’ teaching development mode. Itrespectively introduces three kinds of university teachers’ teaching development mode,which is, self-directed teaching development mode, practice-based teaching mode,and loose cooperative teaching development model. And it analyses their respectivetheoretical foundation, connotation, basic idea and main operation mode. At the sametime, this article utilizes the method of comparative study to analyze two famousAmerican research universities, Cornell University’s and Carnegie MellonUniversity’s teaching development mode. It is concluded that we should make fulluse of modern multimedia technology, attach great importance to teachers’ teachingevaluation and establish corresponding incentive system, and establish the integration system to ascend university teachers’ teaching ability. Finally, based on the aboveinvestigation, and draw lessons from foreign experience, a new model of collegeteachers’ teaching development is built in the article. The paper introduces thetheoretical foundation and realistic basis of this model. Finally it proposes practicalteaching ability development strategy to create conditions for the implementation ofthe new model. The model takes a reference of the theory of lifelong learning andteachers’ independent development, makes full use of the powers of the teachers, theuniversities and the society. By optimizing the teachers’ teaching developmentplatform and creating the encouragement teaching atmosphere, it will createconditions for the implementation of the new model.