Yi Lu ^* yao Chen ^*

• Yunnan Normal University, Kunming, China

In the current situation where the academic value of university teaching is overshadowed, it is particularly important to attach importance to the scholarship of teaching in order to help university teachers establish correct academic views and help teaching return to the essence of academics. By combing the relevant research and the reality of China, this study clarifies the theoretical definition of university teachers' scholarship of teaching, and puts forward a pyramidal hierarchical structure model of university teachers' scholarship of teaching, which integrates five dimensions of "concept -knowledge -reflection -communication -practical innovation". On this basis, using expert consultation to construct a evaluation index system of the scholarship of teaching for teaching and research university teachers, which is composed of 5 dimensions and 23 secondary indicators. Based on the constructed theoretical analysis framework, an empirical analysis tool was designed for this study to sample and measure the development level and influencing factors of the scholarship of teaching for teachers in 27 teaching and research universities in China. It is found that there are five dilemmas: insufficient understanding of the scholarship of teaching, imbalanced knowledge structure, lack of normalization of teaching communication, lack of systematization of teaching reflection, and insufficient innovation in teaching practice. And through the correlation analysis and regression analysis between the influencing factors of the scholarship of teaching and the level of the scholarship of teaching, it is found that both teacher and institutional factors constrain the development of the scholarship of teaching. Among them, institutional factors have a greater constraining effect on the development of the scholarship of teaching compared to teacher factors.