for university teachers professional development in teaching academic vision and its path（大学教师教学专业发展学术视野和它的路径）.docVIP

For university teachers’ professional development in teaching academic vision and its path Network of paper to write: [Abstract] Teaching is a special academic activities, teaching academic is an important part of the professional development of university teachers, prompted the development of university teachers return to the University of the true balance of university teachers’ teaching and research relationships, and critical of traditional professional development of teachers. evaluation system has an important value, should focus on teaching academic promote the professional development of university teachers in order to improve the inherent qualities of the teachers and to improve talents of the quality of teaching and research, to improve the university’s internal teachers ‘evaluation and reward system, the establishment of university teachers’ teaching the academic community. [Papers teaching academic University teachers’ professional development In recent years, with the arrival of the Popularization of Higher Education in China as well as university personnel training has become increasingly prominent quality problems, the university teachers specialized voice rising and aroused the concern of more people and national long-term education reform and development programgt; gt; also clearly stated: “to improve teachers ‘professionalism and teaching ability. However, the reality of university education in China is very different connotation and essence of the spirit with the university teachers’ professional development. three main functions of the university (teaching, research and social services), understanding and action split, resulting in on the University, “the original raw functionality” of the shelter, the Internal Academic positions review and promotion of academic incentives and academic resource allocation and other increasingly prominent. government, society and the University of teachers’ professional development of measure tend to “di