A Study On The Structural Model Of Faculty’s Teaching Capacity

In2011, the enhancement of young faculty’s teaching capacity was put intoagenda of the teaching reform and teaching quality improvement of higher education,drawing much attention to teaching and arising increasing interest in studies todevelop the teaching capacity of faculty. Given that the research of faculty’s teachingcapacity in China is still in its initial phase and the basic study of faculty’s teachingcapacity is the basis of carrying out practical study on the development of faculty’steaching capacity, this study will focus on the study of structural model on faculty’steaching capacity, which is a basic research field.Through the research process of logic thinking-empirical research-logicalthinking, the structural model of faculty’s teaching capacity was put forward, verifiedand applied. First, through analyzing relevant research results on the structural modelof faculty’s teaching capacity from home and abroad, and based on the currentconditions in China, the author attempts to put forward the structural model offaculty’s teaching capacity. By way of literature review, questionnaires and interviews,the model is preliminarily verified. Second, based on the model, the evaluation scaleof the teaching capacity of college faculty was designed, and questionnaires andinterviews are used to further verify the model. Finally, with the evaluation scale,sample investigation and analysis will be carried out on the status quo of thedevelopment of faculty’s teaching capacity in a certain province both from the aspectsof student’s evaluation on the faculty and the self-evaluation of faculty. This will notonly further verify the effectiveness of the structural model and the evaluation scalebut also help to well understand the status quo of the development of teachingcapacity of the province and make proper suggestions. Through the above-mentionedthree research processes, main research results achieved are as following.First, it is used to describe the three-dimensional model of teaching capacity offaculty.It is held in the model that the teaching capacity of faculty should be describedfrom three dimensions，namely, capacity composition, working field and activityprocess. Capacity composition includes four sub-dimensions， namely, specialty,attitude, knowledge and skill. Working field includes four sub-dimensions includingbasic profession capacity, micro teaching capacity, medium-view curriculum capacity and macro professional capacity. Activity process includes five sub-dimensions,namely, designing, development, utilization, management and assessment. Therefore,the overall framework of the teaching capacity of faculty has been established.Second, evaluation scale of teaching capacity of college faculty.Based on the structural model of teaching capacity of faculty, the author furtherworked out the evaluation scale of the teaching capacity of faculty. Through a widerange of prediction process and statistical analysis of the predicted data, the authorcompleted the revision of evaluation scale and thus the evaluation scale of theteaching capacity of faculty which can be further promoted and applied was availableat hand. The evaluation scale involves four fields, namely, curriculum capacity,teaching capacity, professional capacity, and basic professional capacity, arrangedaccording to degree of importance, corresponding to21items.Third, development status and influencing factors of teaching capacity of facultyat universities in a certain province.Through a sample survey carried out on the development status of the teachingcapacity of the faculty at universities in a certain province, it is found that thedevelopment of the teaching capacity of faculty is imbalanced. First, in terms ofindividual development, the development level of teaching knowledge of most facultyin universities and colleges is fine and personal traits basically can meet the needs ofprofessional development of teachers; however, they lack innovative ideas incurriculum and teaching capacity; second, from the perspective of the overall faculty’steam, the development of the teaching capacity of different types of faculty groups isalso imbalanced, for instance, those faculty members who hold PhD degrees lackcapacity of knowledge of assessment and teaching in general. Third, from the aspectof the analysis of differences among different groups, the factors affecting thedevelopment of faculty’s teaching capacity are diverse. Natural factors, internalfactors and external factors all exert important influence on the development ofteaching capacity.