On The System Obstacle And Path Selection Of Young University Teacher Professional Development

Since the end of last century, the number of college students continue to increase withthe college expansion, and the number of demand for university teachers basically has beengrown. A large number of young teachers become a member of the university teachers.According to the date from the ministry education site, there are1440292teachers in thewhole common institutes of higher learning in China in2012,and the number youngteachers who are under the age of40(including40years old) is876880,.which accounts for60.88%of the total number of teachers. Young teachers has been the main force ofuniversity teachers. Young teachers generally have a higher degree and profoundprofessional knowledge. However, there are many problems in the process of professionaldevelopment, such as the lack of teaching practice knowledge, the weakness the teachingability, the insufficient of independent development momentum. How to arouse theenthusiasm of young university teachers’ professional development and promote the sounddevelopment of young university teachers’ profession has been the important issue of highereducation concerns.System is regarded as a action rule or the mandatory discipline system which adjuststhe relationship between man and society or people, standardizes people’s behaviors, andeveryone cannot help but comply with.System plays a decisive role for promoting younguniversity teachers’ professional development. I adopt the literature research method，surveymethod and institutional analysis method in this study. Under the comprehensiveunderstanding and grasp of the current situation of young university teachers’ professionaldevelopment, I analyze problems of young university teachers’ professional developmentfrom the system level, and attempt to come up with system suggestions which promote young university teachers’ professional development.There are five parts in this study. Introduction is the first part. It mainly includeselected topic reasons, research significances, research goals and research contents, researchemphases, research difficulties, innovative points of research, research approach andtechnology route, summarization of research. The second part is the related concepts andtheoretical basis of this study. In this section, I mainly define the concept to strengthen thefoundation research, and based on the stage theory of teacher professional development,"ERG" theory and institutional change theory, I discusses the theoretical basis of systemobstacle and path choice of young university teachers’ professional development. The thirdpart is about the investigation and analysis of the current status. Adopting the questionnaireand interviewing, I make an investigation and analysis for part of leadership, some youngteachers and a variety of students, so as to know the present situation of the younguniversity teachers’ professional development, and the related system situation withprofessional development. The fourth part is the institutional reason analysis. With theanalysis of the existing system content, the analysis of investigation status, the arrangementand analysis of the interview content, this part is emphatical from the pay system, trainingsystem, the title promotion system and evaluation system to analyze the institutional reasonsof young university teachers’ professional development. The fifth part is legislativeproposals. Based on the analysis of the reason analysis, following the nature principle, thefairness principle and so on, I put forward some proposals to promote young universityteachers’ professional development from four dimensions of the pay system, training system,the title promotion system and evaluation system.