英文论文写作要注意这些

虽然留学生写作英文论文就像是家常便饭，但能把英文论文写好的同学却没几个。当然，很多留学生在英文论文写作方面下了很大的功夫，但效果却不怎么理想。这是为什么呢？可能就是因为留学生在写作中没有注意到下面这些细节。

第一：主题非常宽泛的论文。一篇好与差的论文主要在于文章是否有特性。比如关于爱，美丽，善良或者道德类的文章，与其写你自己的感性的第一想法，不如认认真真的阅读你的论文要求和资料做好理性珠笔记，并不断寻找一个比较吸引人的题目并且有很具体的和特殊的证据。让导师对你的文章有耳目一新的感觉。如果只单单凭感觉来展开宽泛的主题来进行论述，如简奥斯汀的傲慢与偏见中的傲慢作为主题可能会让导师认为比较随大流，这样会让你的论文分数得分过低。

第二：论文中忽视页数的要求。一般留学生会比较重视论文字数的多少，却常常忽视论文页数的要求。这点往往会让你的教授感觉你不注重细节，让你论文的总体印象分就降低了。如果你的导师要求是5页，不要试图让文章页数达到20页或只有3页。这个细节往往是导师在考验留学生的论文内容的结构布局。如：你的引言部分至少要占论文的20%，即一页引言就算五页论文的其中一页，换言之你需要规划你论文主题内容要求的长度。

第三：“滥竽充数”式的文章。很多留学生为了完成论文要求的文章字数，试图用冗长的句子去表达，又或用一些多余的文字来去论述观点以增加文章的字数。更不可思议的还会有留学生用大号的字体，过大的页边距和多余的空格以及回车来增加论文的页数。这样的文章无非是让导师们读后在心中加深学生糟糕的印象，因为文章全篇都是以废话在出现的。导师肯定是比较痛苦的阅读完，那么直接影响导师的心情，最终的结果就是老师给留学生的分数过低。所以，留学生应该按照指定的字体大小，页边距，空格格式要求，以免丢掉容易得到的分数。

第四：忽视最后的校稿。最后的proofreading可不是导师的义务，但这点总是会被留学生给忽视掉的，要提交一份完美的论文，最后的校正却是最重要的一环。你可以在完成论文之后，论文上交之前的一两个小时都重新阅读一下你的论文。主要检查语法、引用的一些数据或公式是否正确、还有引用的REF.是否一个不少的都在、以及最后的排版要求。

以上就是关于英文论文写作时要注意的地方，希望留学生们都可以避免写作出类似上面的英文论文。

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作业代写：The art of criticism

下面为大家整理一篇优秀的paper代写范文- The art of criticism，供大家参考学习，这篇论文讨论了批评的艺术。一个人在成长道路上出现错误在所难免，因此，相应的批评就显得尤为重要。批评是通过语言、行为劝导和影响人们的一种教育方法，它对人们的错误、匮乏的思想行为给予否定性的评价，其根本的目的是触动人们的灵魂，引起人们对自己所犯错误的深层次反省，使人们扬起改正缺点和错误的风帆，提升他们明辨是非的能力，从而使其树立正确的价值观、人生观。

A person on the growth path error is inevitable, therefore, the corresponding criticism is particularly important. Criticism is through language and behavior to persuade students, students of a method of education on students' errors, want to give negative evaluation, the thoughts and actions of its fundamental purpose is to touch the soul of students, causes the student to deep introspection of his mistakes and make the student raise of shortcomings and mistakes, improve their ability to distinguish right from wrong, making it set up the correct values, outlook on life, healthy life into orbit.

But in the process of practical education, often appear the phenomenon of "his sincere", its main reason is that the teacher did not carefully weigh up the students' psychology, failed to grasp the critical techniques of the student, the phrase is too rigid, appear serious confrontation between teachers and students, lead to "light is invalid, medicines or wounding" consequences. If the teacher can do magny cours, xiao zhi Daniel, proper and appropriate, art criticism, can have unexpected effect of education, make criticism truly inspire students heart key.

People have feelings, all criticism need emotions to moisten, if just boring lectures, students will only be on deaf ears. "Sincere will find a way", the only reasonable, improve the occasion, the criticism of both the sense of language, is a medicine, such as where pretty breeze warm the heart, to make the students happy. The criticism of the teacher education language such as emotional as the carrier, will be like the key, can knock on the Windows to the soul which students; Like navigation lamp, illuminates the sailing in the direction of the students; Like drizzle, can moisten purification students hearts.

Remember there was a time, the student with a rubber band rocket ejection paper, do? N room at sixes and sevens, school scale also failed to stop. For this kind of situation, I use of class time, deliberately rocket ejection a paper to a classmate's desk, jaw-dropping from the students looked at me, full of strange atmosphere in the classroom. When I saw that, I said with a smile: "this paper rockets very handsome, but unfortunately, it's brilliant life is too short, too." Permeated with the joy of laughter in the classroom. I went on to say: "the classmates now study pressure, life is tense and drab, is suffering. To alleviate the pressure, you can still play games appropriately. I give a suggestion: after class, you can take a homemade paper rocket to the playground to scamper, and free to fly. The bell rang, the emergency "home" again, will bring you paper rocket full back. In this way, both rich after school life, and not hinder JiaoRong much more, also no safe hidden trouble, also can for you to save a spending, do you think?" Clap your hands in favor of the classmates, once again sounded a series of laughter in the classroom. After that, the ejection of paper after rocket phenomenon in the class.

In zhou ji, quite a few students reveal appreciate me this way, that I truly understand them, understand them to study hard, learning tension, boring, understand that they need to adjust, need to relax, to taste.

This incident made me understand that "hard than soft take". Humorous, improve the occasion, magny cours critical discourse, can promote the students' self denial, accept criticism. This is a easy to accept the students a way of criticism education.

American psychologist James said: "the very essence of human desire, is hoping to get others' praise." Humans have a common, it is like to listen to its word. Young students, especially students often make mistakes, they have a stubborn personality, even some of the heart, hope the teacher praised. If the teacher chatter to criticize students, make students feel useless, slowly form self-abased psychology, done wrong is not willing to accept criticism, gradually to the extreme. If teachers can fully exert its bright spots, with tolerance instead of lecturing and USES the tactful criticism, education is bound to get twice the result with half the effort effect. If a few students laughed at each other, sarcasm, they also seek me to uphold justice. My patience after hearing their complaints, said to them: "you to do so is not civilization, but you take the initiative to find reason, the teacher that you know the side, or a reasonable person, also want to learn... "Several students listened, deeply ashamed, both sides sincerely admit a mistake.

This criticism with praise is particularly suitable for students to have a strong ego and the underachiever criticism education.

Often violate discipline students make mistakes are clever and naughty students, their discipline sometimes just for fun or want to attract attention, not intentional. So, the teacher stop the calm analysis, thoughtful, avoid by all means without thinking, jump to conclusions accused students or published gushing reasons things out, it can stimulate students sensitive soul, so that the students have a more rebellious attitude, or make a face, rogue, put on a "that's how I, who afraid who" look like, or clever to teacher, teacher seeking problem of critical discourse anti referring contemptuously, make the teacher not receive proper education effect, even can not appear under the "clueless" phenomenon, harm the image of teachers and dignity. Instead if the teacher camera, adopt the method of silence to cold treatment, and then the cobwebs, find out the crux of the problem, comprehensive analysis, dialectical treatment, used properly, art education method, both to maintain the self-esteem of students, teachers and students and avoid hostile, which pierced the students psychological defense shield, causes the student to unpredictable the teacher's psychological, back the ideological baggage and take the initiative to find opportunities to the teacher to admit my mistake. I once taught such a boy, his problem is in the class always have something fine to several mean endless, repeatedly criticized education are ineffective. So I changed education way, many times in his mouth when gossip coldly staring at him, took him to the office after class, don't talk to him, also don't call him writing review impertinent paper and so on. After more than ten minutes of cold treatment, he wanted to find out the psychological, gradually to succumb to call me in a low voice: "the teacher... "I don't ignore him, just pretend to be very gave him an angry stare. He slowly lowered his head and fine soft ground to say: "teacher, why are you silent? Don't scold me? Am I really hopeless? Teacher, can you give me one more chance... "I know that the time had come, then speak to him in detail the importance of the classroom quiet and listen to the teacher attentively. After this unique criticism, the boy miraculously gradually to correct the shortcomings, and serve as classroom discipline supervisors shall voluntarily. I deeply feel that sometimes treat students with "silent sound" the cold treatment of art education method, than conventional education methods have little big, can achieve the education effect of get twice the result with half the effort.

Criticism is through certain objective image contrast type, with the method of positive and negative contrast in criticizing, make critics feel objectively some pressure, thus some cognition of their own shortcomings and errors. This way is suitable for the shallow, self consciousness and self consciousness is a bit poor, easy to influence students. If any students concentrate in class,, don't listen attentively, teachers don't have to be up in arms, bulging eyes stared to criticize him. Can be appropriately transfer object, for another listening students praise. Desertion students listened, can automatically correct, the divergent thinking to focus on. This fall in fact contrast type criticism, both to protect the students' self-esteem, and is easy to let students accept, education effect is ideal.

The United States military academy at west point has a proverb: "no excuse," he said. This is the west point in the success of one of the important reasons. And people often make mistakes while looking for an excuse to hide his mistakes, vindication, to release their psychological pressure, to step out caught on. If this perfect way is provided by others, that is the next step is laid by the others, the effect is far better than the self liberation. W is in a body of knowledge long stage, if done wrong, teachers should maintain their self-esteem, to cultivate the perspective of their self-confidence, it steps for them in the process of education, guide them to correct shortcomings, sometimes can receive the unexpected effect. Once, when I walked into the door of the classroom and found a few classmates what was written on the blackboard, when they saw me come in and shook out like the wind, I looked carefully, I found my name was large, scrawled on the blackboard. I didn't go on the rampage, but in the face of dozens of pairs of eyes said humorously: "today I found several more love calligraphy classmate in our class, well! Handwriting is good, some of the language. We are kindred spirit, can make friends, to study together, improve together, how?" "But, I don't like the scribble on the board, waste of resources, in the class, also don't like to write another name that is the behavior of don't respect yourself, respect others, remember that in the future." Reasonable, approachable words echoed in the students hearts. After school, that a few students come to my office to I admit a mistake, I provide guidance education for them, and lend books on calligraphy and other meaningful to them. They is very grateful to me, especially the writing my "name" of students but also to tears. This kind of practice for the students set up the ladder, and described the method of education received an immediate effect. Qiao set the ladder to the student, does not mean that the teacher turned a deaf ear to the students to make mistakes, compromise, concession, but with more subtle means, on the premise of maintenance of students' self-esteem, touches students nervous, self-love, resolving contradictions, out of the woods, and energetic vibrant and swagger.

Zhou ji as a head teacher, is my contact with students of the link, when a lot of reading weekly diary, I found that part of the comparative inferiority the underachiever, they often do not have parents encourage in the home, hear many parents nag, discriminated against by their peers at school, so that they have deprived the poor self-esteem, if the teacher in charge to blame to them again, is "worse". This requires that the teacher in charge criticism to be measured, criticism in encouragement, can achieve good results. As a student in my class zhou jili often shrouded in deep inferiority complex, when he reveals the inferiority, I often write in his diary has a quiet critical aphorism. Such as "in addition to personality, the biggest loss than losing confidence" "always with a positive and optimistic attitude to extend of themselves and the outside world". When he didn't finish my homework, I often write "in his homework, why don't you finish your homework? At this rate, you will always get optimum "criticism in the statement in encouragement. After that, I often find time to talk with him, consciously correct his twisted mind. After a period of time, I found that the student's mental outlook had the very big change, the writing motivation is raised, by a week, "two" turned into "diary", academic performance improved steadily.

In short, teach the wuding method, the method of criticism is varied. Students is a living person, character, each are not identical, the teacher criticized the student, must be thoughtful, to take the appropriate methods vary from person to person, expressed in the form of a kind of art, thus can make the pedagogue, such as spring breeze, if taste gansu feels ashamed, make the spirit and feeling have been sublimated.

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英国论文的修改方法

很多留学生在写完一篇英国论文之后，都会有所放松，就啥也不想干了，只想去休息，出去外面嗨，但这样子往往就会把检查修改这个步骤给忽略掉。如果大家在完成英国论文后不进行修改的话，那么是很难拿到高分的。所以说英国论文完成后还是得去修改，下面就给大家讲解一下。

文章的论点是文章的统帅，如果认识肤浅，见识不高，要想把文章的材料、结构等整理好，也是困难的。所以，修改论文，首先要考虑论文的主题和观点是否正确，认识是否深刻，文章有否新意。

第一，要综观全局，立足全篇，审视文章的中心论点是否正确、集中、鲜明、深刻，是否具有创新性，文题是否相符，若干从属论点与中心论点是否一致，某些提法是否全面、准确。如果中心论点把握不准确，不能把最典型、最具本质意义的思想和规律揭示出来，或者有某种失误和偏颇，就要动“大手术”，进行一次大改写甚至重写；如果文章中的论点落后于形势的发展，缺乏新意，就要重新构思和概括，或改变论证角度，进一步挖掘和提高。

第二，对于论文中出现的主观、片面、空泛的地方，要进行强化、增补等改写工作，使偏颇的改中肯，片面的改全面，模糊的改鲜明，粗浅的改深刻，松散的改集中，有失分寸的改恰当，陈旧的改新颖，立意太低的加以升华。

第三，修改论文的标题。论文的题目是论文的“眼睛”，如果题目短小精炼鲜明，就能传神生辉，使人一看就有兴趣。所以对初稿的题目进行斟酌、推敲和改动，是非常重要的。论文写作，文和题是互相作用、互相影响的。文要切题，题要配文，如果文不对题，题目过长或太笼统，都必须修改，使题目能概括地表达论文的中心论点和讨论的范围，起到“画龙点睛”的作用。

以上就是关于英国论文的修改方法，希望同学们都能学会这些修改方法，然后去完善自己的英国论文。

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Paper代写：The art of music aesthetic experience

本篇paper代写- The art of music aesthetic experience讨论了音乐艺术的审美体验。音乐艺术的审美体验既是音乐艺术创作的动力，也是音乐艺术欣赏、批评与传达的纽带，它是贯穿于创作、欣赏和传播之始终的精神活动，是审美主体面对审美对象时所产生的一种具有内省性及反思性的复杂的精神活动或心理活动。音乐艺术的审美体验取决于音乐艺术作品与审美主体。这两个方面一旦发生审美碰撞与融合，其特征就表现得极为复杂多变。本篇paper代写由51due代写平台整理，供大家参考阅读。

The art of music aesthetic experience is not only the power music art, is also music art appreciation, criticism, and convey the bond. It is spread throughout the creation, appreciation and the mental activity, aesthetic subject is generated when the aesthetic object in the face of a complex mental activities with introspection and reflective or psychological activities. Is based on the feeling, and operating mainly by means of perception, representation, at the same time, with imagination, thought, emotion, will, psychological factors closely related. The music art aesthetic experience while depends mainly on two aspects: one is as the aesthetic object of music art; Second, as the aesthetic subject. However, these two aspects in the event of collision and fusion of aesthetics, its characteristic is very complex. Altogether, the basic characteristics of music art aesthetic experience, mainly has the following three points:

Music art aesthetic experience has fundamentally speaking, is a kind of perceptual intuition, aesthetic subject to directly into the aesthetic object and aesthetic object to show the aesthetic subject directly, there is no obstacle between aesthetic subject and aesthetic object or cut off. At the same time, because of the art of music aesthetic experience is a kind of contain the image communication and image into activity, and is based on perceptual grasp of image directly. Therefore, on the meaning of music art aesthetic imagination, aesthetic experience, first of all, is a kind of mental activity has a distinct visual effect. More specifically, music aesthetic experience of visual art, refers to the aesthetic object and aesthetic subject in direct hit, in the moment, what happened on aesthetic subject's psychological, physiological rapid reaction and reaction. This intuitive reaction, we in the expressiveness of the audience, can easily find evidence.

This shows, music aesthetic experience of visual art, often accompanied by its strong affective. Affective is another characteristic of aesthetic experience, music art refers to a person's happiness, anger, sadness, joy, and other forms of psychological. It reflects the subjective attitude of people to the outside world of objects and phenomena, it is of great importance in music art aesthetic experience in the role and status. Leo Tolstoy in after listening to a cantabile andante, deeply moved, tears full of cheek. He says the work has been exposed to endure suffering of the soul of the people. In his "the theory of art," clearly said: "people use language to convey ideas to each other, and people communicate with one another in artistic feelings." In aesthetic feeling, emotion is one of the important factors of beauty, not beautiful feeling and the touch of love, do not be aesthetic feeling. Emotion as a kind of psychological factors, the important role and position in music art aesthetic experience, is a widespread recognition and attention.

Build, refers to the aesthetic subject in music art aesthetic experience mastery of aesthetic object as a whole; Creative again, it is based on the construction of sex, aesthetic subject understanding of creative aesthetic object. That is to say, in the process of music art aesthetic experience, work itself is the rational knowledge of factors, from the objective provides a clear aesthetic perception and understanding of the subject of the performance of the object. Although there is such a clear performance object, but because of the different aesthetic subject life experience, of different cultural background, and the difference of values, and show some differences; With a music works, on the other hand, aesthetic subject under different mood, different environments and different performers performances, will accordingly show different reaction and understanding of music. So it is often said: "there are one thousand readers will have one thousand Hamlet." Violin concerto "butterfly lovers", in the heart of the young and in the elderly can have different reactions, in the heart of music professionals and amateurs can make a big difference. Mr Zhang before think: "literature and art appreciation activities, on the one hand is to experience and her grasp of the original, the restriction of the appreciation of object; On the other hand, it is a creative imagination, the restriction of the subjective conditions of appreciation. Through imagination and legend, people not only reproduce the original work in his own mind of artistic image, but also to his special life experience and art of feeling to enrich and complement of the original art image; Admirer of those who have the rich life experience and artistic accomplishment, may even be found in the original author's subjective has yet to realize the life image of the implication and its social significance." People can enjoy the same music work, but they won't feel exactly the same way, every aesthetic subject constantly changing the object in the process of appreciation, are trying to put an external aesthetic object become part of the body feeling, which is of aesthetic experience and creative.

Ruminants, here is in music art aesthetic experience, the personal experience of the original repeatedly chew and savor, it is a drunk, a kind of return, the depth of a stay, is one of the meaning of life again. From another perspective, it means that the aesthetic subject is drawn, the temptation, it is also a kind of necessary passive; Transcendence, means a kind of sober, a rational, a kind of sublimate; In another sense, means a kind of escape, a necessary initiative.

In the aesthetic experience of music art, the aesthetic feelings of people always is from simple to complex, from surface to deep, from perceptual to rational, from appearance to deepen the development of intrinsic gradually. Aesthetic experience of ruminants, is one of the main body spirit friendly open and into, is the personal fate and the fate of the characters in situation and connection. This kind of emotion butt fit between the aesthetic object and aesthetic subject is consistent, I the same, I left two, to produce aesthetic resonance and resonance. Bai juyi's "the pipa," depicts a reduced tianya pipa female image, a poet from her play the lute music of passion, is a slow music deeply touched, "under the seat in tears who most, jiangzhou sima blue wet", has a strong resonance, issued a "is the end of the world with reduced, why should meet had met". However, indulge blindly, aftertaste that blindly regardless of the abyss of combination between subject and object, and can turn into a "radical". Because people "as a great power should distinguish between different cognitive world, because only the opposite of one's perceptions sharpens one to make it possible to know." Su shi in the topic Westwood wall poem, has issued a sigh: "could looks like, the good luck body is in the mountain." In landscape scene, neither the view nor by contrast. From the landscape, to achieve the "scene" comprehensive and accurate grasp the aesthetic. Music aesthetic experience of art, should not only emphasize the aesthetic experience of entering and drunk, and cannot ignore the sober and transcendence of experiences, and because of this, we can indulge in one of the parties into from the viewer, can be in sad or happy music experience derive great pleasure and aesthetic enjoyment, and thus completes the transformation from perceptual to rational, at the same time to pitch and function of the aesthetic realm of freedom.

In the aesthetic experience of music art, the aesthetic subject and aesthetic object, or between aesthetic subject and life reality, is to have a positive mutual penetration and into each other, and a kind of alienation and transcend each other; Both need on them, and need not the outside. So, is the only thing that could get real aesthetic experience.

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Essay代写：The development system of university teachers in Britain

下面为大家整理一篇优秀的essay代写范文- The development system of university teachers in Britain，供大家参考学习，这篇论文讨论了英国大学教师的发展体系。教师是大学最宝贵的智力资源，是大学得以存在和发展的关键性条件。英国大学教师发展体系经历了精英高等教育的形成阶段和大众化普及化的形成发展阶段。英国的大学教师发展体系体现了大学教师发展体系建设对提高大学教育质量的重要性这一理念、设立了专门的大学教师发展体系机构、以加强科研管理来促进大学教师发展体系建设、有足够的大学教师发展体系建设经费保障，以及完善的大学教师发展体系监督和评价。

Teachers are the most valuable intellectual resources and the key condition for the existence and development of universities. The level and ability development of university teachers directly determine the development of universities. Therefore, UNESCO pointed out in its 1998 world higher education declaration that a dynamic teacher development policy is the key to the development of higher education institutions. Institutions of higher learning should establish clear teacher development policies in order to update and improve teachers' skills, stimulate teachers' continuous innovation in curriculum, teaching and learning methods, and achieve excellent results in teaching and research. Teacher development policies may give teachers appropriate professional and economic status in light of the conditions set forth in the higher education regulations on the status of teachers adopted by the general conference of UNESCO in November 1997. It is one of the important factors for British universities to pay attention to the development of university teachers' ability and the cultivation of high-level teachers. The experience and practice of the construction of the university teacher development system in Britain have important enlightenment for the development of university teachers in China.

The development of British universities and teachers is basically synchronized. At the beginning of the establishment of Oxford and Cambridge, universities have attached great importance to the development of teachers. Before the 1960s, British universities were in the elite education stage, and the development of university teachers was also in line with it, which was the formation period of the development system of university teachers. College teacher development is a concept closely related to the quality of higher education and the reform of higher education. There is no unified definition of the connotation of the development of university teachers. In the 1960s and 1970s, the development of university teachers gradually appeared in theoretical research, and then researchers and practitioners of university education paid more and more attention to the research of higher education. "International education encyclopedia" pointed out: the development of university teachers in a broad sense refers to the overall changes in the university teachers, these changes are due to the impact of various factors in the school environment. In a narrow sense, it refers to some development projects designed to improve the teaching or scientific research results of university teachers. It includes four levels: learning development -- improving the curriculum design, improving teaching skills and evaluating students' learning; Professional development -- improving professional skills and subject research; Organizational development -- improving performance in management functions; Personal development -- change university teachers' understanding and understanding of themselves, improve their social and organizational environment, and change their attitude towards their work. However, there are not many clear definitions of the development of university teachers in China, including pan maoyuan and Chen bixiang, a scholar from Taiwan. Pan maoyuan pointed out: "the development of college teachers in a broad sense refers to all the on-the-job college teachers, through a variety of ways and means of theoretical learning and practice, so that their own level in all aspects of continuous improvement and improvement. In a narrow sense, the development of university teachers lays more emphasis on the development and improvement of teachers as teachers, that is, the improvement of teachers' teaching ability. At a certain stage in some countries or regions, because of the difference in education development level and cognition, it even only refers to new teacher training. The connotation of the development of college teachers is not fixed and invariable. In different periods, different countries or regions, it will be different due to the changes of social development needs. As a whole, its connotation is constantly expanding, gradually towards the direction of lifelong growth. In different institutions, the connotation of the development of university teachers will also be emphasized according to the specific situation. At a specific historical stage in a country, the development of university teachers may only refer to pre-service training or the development of teaching and teaching technology.

College teacher development is a complex practical activity aiming at improving the teaching process and developing the potential of teachers. The system of university teacher development is formed by the elements and their mutual relations in the process of university teacher development. As the birthplace of the industrial revolution and the former world science and education center, the UK's higher education development level and quality have been in the forefront of the world. In the process of the development of higher education, Britain attaches great importance to the construction of the university teacher development system, so as to ensure that the quality of its higher education remains world-class.

Because the British university has always been advocating academic freedom, academic atmosphere of professional autonomy and faculty governance, university teachers have a "lifetime in authority" in general, therefore, in the phase of elite education, the university teacher development system is simple in form, mainly unorganized teachers' personal spontaneous development is given priority to, is the main form of sabbaticals and gain. Teachers use vacations to reflect on academic problems and thus make academic progress. Moreover, most of the activities of university teacher development are closely related to teaching, and the subject of personal development of university teachers has not been put on the agenda of universities and countries. According to tradition, early British university teachers were entitled to one semester or a few months 'sabbatical after working for two or three years, while those who worked for six or seven years were entitled to a full year's sabbatical.

In the 1960s, the British higher education entered the popular stage from the elite stage. With the expansion of the scale of higher education, the development of university teachers is reflected and valued. The Robbins report is an important driving force for Britain to gradually move from the initial elite education to the popular education stage. After the report was published, the British government linked the number of university students with the funding received by various universities, which accelerated the popularization speed. In 1963, the number of people who accepted higher education in Britain was 120,000. 34 years later, the number of people who accepted higher education in Britain increased to 1.7 million. The number of British institutions of higher learning also increased from 30 to 190, and the school-age enrollment rate increased from 8% to 32%. The pressure brought by popularization, along with various social factors and the changes and development of science and technology, has led to a sharp increase in the demand for teachers in British universities. The level of university teachers is uneven, and the elite education model has gradually failed to meet the needs of higher education under the popular situation. Since the 1980s, great changes have taken place in the UK's higher education policy. As the market economy penetrates into every corner of the society, higher education shows the trend of market-oriented management. The so-called higher education management marketization is the trend that higher education allocates education resources in the field of higher education by adopting the operation mechanism and mode of market in order to meet the needs of social and economic development of industrialized countries and the reality of modernization and democratization of universities. The most prominent feature of the marketization of higher education management is the change of funds allocation mode. Due to the competition of education funding in universities, some new changes have taken place in the employment of teachers, and the development of university teachers has become more and more prominent. In particular, the education reform act of 1988 abolished the tenure system for new teachers, making the development of university teachers more urgent. Because the pre-service training and career development of teaching and research personnel are also related to the quality of university teaching and research. At the same time, in the 1980s to 1990s, universities have the need to strengthen the strength of the university through the development of university teachers, each university has set up school-based university teacher development center and university teacher development center website. The forms of the university teacher development project are gradually diversified and the contents of the university teacher development project are gradually applied.

The two most influential ACTS on the development of university teachers in Britain since the 1990s are the deerying report in 1997 and the future higher education in 2003. Deerying report, by emphasizing the function of university teachers to serve the society, improves the requirements on the quality of university teachers and urges them to further generate the demand for teaching and scientific research development. The future higher education act requires the British government to increase investment in scientific research, allocate special funds for the construction of knowledge exchange centers and teaching centers, and further expand the enrollment opportunities of higher education through financial support measures for low-income families. The new policy adopted by the British government links the future of universities with the development of university teachers. The teaching and research quality of university teachers is related to the amount of teaching and research funds that can be obtained by the university. As a result, many UK university teacher development centres have launched a number of well-designed university teacher development programmes for different groups of university teachers. In this context, great achievements have been made in the construction of the development system of university teachers in Britain at this stage.

The quality of universities is closely related to the development of teachers' ability. World-class universities must be based on a group of high-quality teachers. The construction of high-level teachers depends on the development of teachers' ability. This is not only the common experience of leading British universities in the world, but also the essential reflection of the importance of university teacher development to university quality.

The fundamental purpose of establishing the development system of university teachers is to improve the quality of university education. Quality is the core of university development. Since the 1990s, especially since the 21st century, the quality of higher education has attracted more and more attention from countries all over the world. At the world higher education conference in 1998, "higher education quality", as one of the three core concepts, was written into the outlook and action framework of the world higher education in the 21st century. However, the role of university teachers in the quality of education is crucial, which is not only a consensus at the national level, but also fully recognized within the university. Countries by university teachers development policy for the development of university teachers, such as establishing university teacher development organization service for university teacher development, the university internal also through various forms to promote the development of teachers, such as the skills and teaching effect is closely linked, by organizing various activities in the teacher group formed a kind of care about teaching, research teaching atmosphere and so on. Therefore, a teacher development system has been formed in the UK to improve the quality of universities.

In the UK, the development of university teachers has gone through the disorganized and individual-oriented form of elite education stage to the state-led organized and planned development process of university teachers in the popular period, and has formed a systematic institution for the development of university teachers today. The institutions of university teacher development system include university teacher development committee, university teacher development center, faculty level teacher development group and individual teacher. The committee for the development of university teachers, through the committee on personnel, is responsible for advising the council and the general council on policies and procedures specific to teacher development and for overseeing the implementation of these activities. University teacher development center is mainly through the establishment of teacher development activities organization center; Establish partnerships with relevant development departments within and outside the university; Contacting participants in teacher development within the university; To promote and implement the current strategic elements of teacher development, including human resource strategy and learning and teaching strategy; To report and supervise teacher development activities and implementation; Evaluate the quality of activities, etc. The teacher development group of the college suggests that all teachers of the college should determine their development needs through evaluation or other means, determine whether they really participate in training activities in an appropriate way, timely register their development needs, and encourage and assist teacher development. Most colleges will set up a university teacher development coordinator to cooperate with the university teacher development team and provide consultation, support and relevant information for teacher development, which is a key point to link the university teacher development team and university teachers. The individual teacher is the main body of the system of teacher development, which stipulates that each teacher should be responsible for his own personal and professional development. Teachers carry out personal and professional development by taking advantage of opportunities provided by all departments and various forms of development, such as the assessment by superior departments and student evaluation to understand their own development needs and realize the personal and professional development of teachers.

Jaspers said, "a university teacher should be a researcher first. They no longer face primary school students, but mature, independent and spiritual pursuit of young people. College teachers should lead by example, guide students, let them study hard spirit. It would be a mistake to think of a college teacher as a bookmaker. Academic nature is the essential attribute and vitality of a university and the value of its existence. Therefore, the university is first and foremost an academic organization. University teaching and research are equally important to university development. In the late 18th century and early 19th century, German universities introduced scientific research, "through science to achieve accomplishment", making the cultivation of the mind the mission of scientific research, and creating a new era of modern university education. This groundbreaking approach in the development history of higher education has brought the development of universities into a new stage of development. The development of university academic research is mainly realized through the development of university teachers' scientific research. Therefore, scientific research is of great significance to the construction of university teachers' development system. Britain attaches great importance to the development of teachers' scientific research in the construction of university teacher development system. One of the important measures taken by the UK to strengthen scientific research management and development is to implement scientific research assessment. The UK higher education fund committee assesses the quality of scientific research of all higher education institutions receiving grants in the UK. This result has a great impact on the higher education institutions, because it not only affects the fund allocation of the fund committee, but also affects the support of the business community, charity groups and other institutions for the research work of the university. Therefore, the scientific research evaluation and assessment is fully valued by all the institutions receiving the evaluation of the higher education. In the process of assessment and evaluation, universities organize teachers to participate in it. In this way, the connection between scientific research and teaching can be strengthened, and scientific research results can be transmitted in teaching, so as to promote the development of university teachers.

Each project of university teacher development needs corresponding funds as guarantee, and Britain attaches great importance to the financial guarantee of university teacher development. The university teacher development committee of the United Kingdom conducts budget and evaluation on the development of university teachers, so as to establish a long-term guarantee mechanism for the development of university teachers and set up a special guarantee fund for the development of university teachers. In addition, universities and other departments raise funds through multiple channels to promote the effective operation of the university teacher development system. The multi-channel funding sources guarantee the smooth implementation of the university teacher development project and relieve the worries in the process of teacher development.

Supervision and evaluation is an important link in the construction of university teacher development system. The centre for the development of university teachers is the executive branch of the management and supervision of university teacher development. From the determination of personal development content to the end, there are relevant personnel and departments to guide and supervise. In order to guarantee the quality of the development of university teachers, the departments and individuals providing the service for the development of university teachers shall be guided and supervised in the activities of teacher development, and the quality of the development activities of university teachers shall be guaranteed through quality assessment and fund audit. Teachers make development plans according to the actual situation and adjust them timely. During the implementation of the development plan, relevant departments give guidance and inspection, and require each teacher to submit his/her annual development report. In the aspect of result evaluation, it is more realized through students' feedback. Therefore, students' feedback on teachers is an important evaluation of the development of university teachers. Universities encourage teachers to collect students' opinions, and some schools even develop some student evaluation and teaching systems for teachers to use, so as to realize the evaluation of the development of university teachers.

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