A Comparative Study On Construction Of The Center For Teaching And Learning

Teaching is one of the important ways of university personnel training, and teaching quality directly influences the quality of university personnel training. Teachers are the main body of teaching practice, so the quality and the teaching level of teachers decides the teaching quality and affects the quality of talent cultivation. So, focusing on long-term development of higher education should take instructional development of faculty as an essential means to increase the vitality of higher education and improve the quality of higher education, and take it as the most important work in the University and the basis of the development of higher education.Since the beginning of the popularization of higher education in the University, the universities in our country have come to realize the importance of instructional development of faculty. In guidance and encouragement of some national policy, some universities actively learn from the experience of western countries to establish Center for Teaching and Learning Development. Because of the shorter time, this kind of mechanism in promoting the development of teachers’ teaching still has great room for improvement. As American University began to pay attention to instructional development of faculty from the nineteenth Century, the development of teaching in the United States has achieved successfully and fruitfully. Center for Teaching and Learning Development in American University is one of the important measures to support instructional development of faculty and ensure the quality of university teaching, it is also the success way to build a excellent and world-class university. Advanced concepts and experience of instructional development of faculty in American University must be worthy of our reference and study.This study takes 30 "the Twelfth Five-Year Plan" national Center for Teaching and Learning Development and the teaching centers of Harvard University and Michigan University as examples to compare the instructional development between the two countries, summarize the difference and the existing reasons, and finally put forwards the proposal for the instructional development in China.The paper is divided into six chapters. The first chapter is the introduction, it is divided into four parts:the problem, the definition of core concepts, literature review and research methods.The second chapter is the theoretical foundation of construction of Center for Teaching and Learning Development. The third chapter introduces the practice and experiences of instructional development of faculty in American university. The fourth chapter is an overview of the development of teachers’ teaching in our university. The fifth chapter is the analysis of instructional development between China and America,and the analysis is from six parts:the formulation and implementation of policies, the development and evolution of concepts, the establishment and development of organizations, analysis of projects’ content and mode and evaluation and incentive mechanism of instructional development. In the sixth chapter, the writer puts forward countermeasures and suggestions related to teaching development of our university.