| After a period of development, continues to develop deeper, research competence of teachers in colleges and universities has become an important part of the study of China's human resources management system of colleges and universities, and results of their research has been gradually applied to the University Human Resources Management the development and practice. In a competency-based human resource management, building a comprehensive and efficient human resources competency, model which can help colleges and universities to carry out the recruitment, selection, training, performance management and compensation management, and enhance the schools'overall competitiveness, is the basic condition of the management functions. But in this paper we find out that, both in theoretical research or empirical studies, the objective is to establish a common evaluation competence model, but not to refine these important features. Therefore, this article chooses Guiyang area as an example, and makes a model which not only includes the characteristics of professional teachers in assessing the overall quality, but also includes the pedagogy of teaching experience, professional skills and other related features.Based on the theory of competence, this paper is divided into the following main levels:1, introduces the purpose of this study, the study design and statistical data on access to approach; 2, recalling the study of university teachers competence theory and practice of research, summarizes the characteristics of current research, status and general research methods; 3, in-depth analysis of university teachers competence theory of the content and features, combined with this study of the specific features, builds a high-competence of Pedagogy teachers theoretical basis for the study; 4, the most critical part of this article, is the empirical research through the statistical description of the statistical data and further statistical analysis of the data contains data information to be refined, and makes the in-depth theoretical analysis and concrete improvement measures offered to provide data support. Through empirical and theoretical research, this paper reaches the following conclusions:1, Guiyang Pedagogy Teacher Competency Evaluation System can be divided into two main components, one is the student evaluation system includes 21 indicators,6 factors, namely, teaching level, professional quality, classroom control and interpersonal relationships, work attitude, psychological state and ability to think; and the teacher evaluation system includes 22 indicators, six factors, namely, professionalism, teaching level, interpersonal contacts, classroom response, adaptability and ability to apply the knowledge factor.2, besides two indicators of specific factors in addition to differ outside of the division, the difference is also reflected in:First, most of the students attention concerns about teaching standards, followed by professionalism, compared to that the teachers pay more attention to the professionalism. Second, from a practical point of view the distribution of factors, although the top three factors are or less the same, but the other factors are very different. Thirdly, in the same or similar factors in the internal composition of teachers and students there are many differences, in professionalism factor.3, in addition, there are problems in Guiyang's Higher Pedagogical Colleges, just as that student-centered teaching idea has not yet been seriously and implemented, the quality of professional education of teachers and teaching levels need to improve, and the important role of pedagogy teachers and courses has not been valued. On this basis, this paper proposes the establishment of a comprehensive and effective teacher evaluation and information feedback mechanisms to improve the basic education curriculum teaching conditions and institutional support, and continue to implement student-centered, teacher-oriented teaching model to guide the reform solution.
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