Research On Faculty Instructional Development In American First-Class Universities

Elite faculty and high quality teaching are the core indicators of first-class universities.To improve the instructional ability of university faculty,universities need to put the instructional development of faculty in a more prominent position.China is in a critical period of building up world-class universities.In the face of "research first",doing academic work has become the main responsibility of university faculty.As the most basic responsibility of universities,teaching is often neglected.At present,the structure of the faculty,the scale of the students and the teaching methods of the first-class universities in China are undergoing profound changes.The basic system of university faculty development has been established in China,but there are still many problems in the concept,goal,content,organization and ways of instructional of first-class university teachers.The first-class university in the United States is regarded as the model of the world-class university and the origin of the instructional development.The scientific instructional development theory and practice are the important guarantee for American first-class universities to maintain the high quality teaching level.This research starts from the perspective of the relationship between research-teaching and teaching-learning.This study combines the uniqueness of academic profession,and bases on the characteristics of university teaching under the learning paradigm.The basic value orientation of the instructional development of first-class university faculty is formed by combining the theory of academic career with the theory of learning paradigm.This study combine comparative research,historical research,case analysis and literature research,then sorts out the history of instructional development in American universities,investigates the main practice of instructional development and the value of instructional development in American first-class universities,tries to provides reference experience for Chinese first-class universities.In addition to the introduction and conclusion,this study includes five parts:The first part:This section established theoretical basis of instructional development in first-class university faculty.Before analyzing the practice of faculty instructional development in American university,it is necessary to clarify the theoretical problems of faculty instructional development.First,from the perspective of the relationship between academic and teaching,this study analyzes the internal logic of faculty instructional development.Second,from the perspective of the relationship between teaching and learning,this study analyzes the external logic of faculty instructional development.By analyzing the theoretical basis of faculty instructional development in first-class university,this study clarified the research hierarchy,analysis dimensions,and established the research boundary and analysis framework.The Second part:The historical evolution of faculty instructional development of the first-class university in the United States.This research adopts the historical research method to sort out the development of American higher education in different historical periods,and summarize the differences of faculty instructional development in different historical periods.Based on this,this study divides the faculty instructional development of American university into four historical stages:the rising stage,the improvement stage,the scientific stage and the diversified stage.This study examines the background,reality and influence of faculty instructional development in each historical period.The third part:The Operation mechanism of faculty instructional development in American first-class universities.On the basis of the previous analysis framework,this study analyzes the the goal,content,method of American first-class university faculty instructional development.The fourth part:The value of faculty instructional development in American first-class universities.Based on the analysis of the promotion mechanism,the paper summarizes the characteristics of faculty instructional development in American first-class universities.At the same time,according to the relevant theoretical basis of the first chapter,from the perspective of academic profession and university teaching,this study concludes the value of the instructional development practice of American first-class universities.The fifth part:The enlightenment of American faculty instructional development to China's first-class universities.This study sorts out the history of the instructional development of American,analyzes the practice and explores the value of instructional development.Based on this,this study combined with the specific background of China's first-class universities and the realistic dilemma of teachers' teaching development,and put forward relevant Suggestions for China's first-class universities to promote the development of teachers' teaching.