The Research Of University Teacher Instructioanl Development Model Based On The Teacher’s Subjectivity

Recently the instructional development has become the common concern of the research. As one of the basic functions of university, teaching is determined by the university teachers’ instructional development, and the instructional development is a process of improving teaching knowledge, ability, emotion, attitude and values by their own efforts and external guidance. Instructional development is an interaction of internal cause and external cause, while, from the reality, the university teachers’ instructional development relies more on the external environment, such as collective training, lectures, courses, teaching supervision, etc. The subjectivity in teachers’ teaching development is still inadequate.A theoretical model is built based on the analysis of college teachers’ teaching development and the theory of subjectivity. And the model is verified through the case analysis and interview. In order to the further understanding of the subjectivity of overall university teachers, the teachers from the eastern, central and western areas in China are selected by the stratified sampling method to do the survey. And the 293 questionnaires are taken back through investigating on the questionnaire star, attending the faculty conference, and sending the questionnaire to the teacher. The suggestions will be put forward to build the instructional development model to improve the instructional development. There are three main conclusions.1. The mode contains planning, execution, and reflection and reflects the subjectivity(consciousness, autonomy, initiative and creativity), which will promote them rising in a spiral structure. At the same time, it will also find the influences of teachers’ subjectivity in the instructional development.2. The study finds that the status of the “existing instructional development model” is:(1) teachers’ instructional development is mainly on themselves; however, the model based on the subjectivity has not yet formed.(2) The teacher’s subjectivity is just in the primary stage of subjectivity.(3) The affecting factors of the instructional development are their own teaching ability, the teaching atmosphere and so on.3. To build the instructional development model, teachers should enhance the teaching ability according to the development stage characteristics, at the same time, supportive environment should be created by the Universities to improve the instructional development.