Research On The Problems Of Faculty's Professional Development In China And Its Solutions

With a move of our country to mass higher education, the quality of higher education shows a declined trend. However, faculty can play an important role in improving the quality of higher education. So it is important for china to research faculty's professional development to improve quality of higher education.Following the basic ideas: proposing problems-analyzing problems-solving problems, firstly, this text divides the connotation of faculty's professional development into formalized elements and developed elements, the former including faculty's professional knowledge, professional capacity and professional morality, the later including faculty's professional training, professional autonomy, and professional organization.According to these two kinds of elements, this text analyzes the problems of formalized elements and developed elements, the former including the proportional disorders of knowledge structures, so curriculums need adjust; teaching neglecting by faculty, so teaching capacity need improve; professional morality meet challenge, the faculty need be careful. The later including the urgent situation of professional training, so the idea of life-long learning should be emphasized; the limitation of professional autonomy, professional rights need be stressed; the weakness of professional organization, so the space of organization should be enlarged.To clarify these problems of two kinds of elements, this text analyzes many reasons. The reasons of the problems of formalized elements mainly include that image of traditional teacher makes the education of faculty exist defects; faculty's evaluation makes the teaching neglected; market economy makes faculty's professional morality meet challenge. The reasons the problems of developed elements include mass higher education making faculty's training difficult to adapt the new situation and bureaucracy of university organization making faculty's autonomous rights limited.Considering these reasons, this text offers many measures to solve these problems from four aspects: unity, individual, inner school, and outer school. Specifically speaking, including the change of the idea of the faculty's education, the active improvement of individuals, the motivation of inner school, and the insurance of outer school.