Based on literature arrangement, theoretical analysis and behavioral event interviews, the theoretical model of scholarship of teacher's teaching in teaching-universities was proposed, Then twelve teaching-universities were investigated as a sample, the questionnaire has been ascertained through item analysis, exploratory factor analysis and experimental factor analysis, including five factors, i.e., teaching communication, teaching research, teaching autonomy, knowledge and academic ideas, and the questionnaire was proved to be of good reliability and validity, so it could be used to investigate the characteristics of scholarship of teacher's teaching in teaching-universities . Then some teachers were investigated at this questionnaire, the results showed that the level of scholarship of teaching-university teachers' teaching were low, and the male teachers got significant higher scores on teaching communication than that of the female teachers. And in ages, 35 and younger got significant higher scores on teaching research than that of 46 and older. And in degree, the teachers with phD got significanty higher scores on academic ideas than that of master's degree teachers.%通过文献整理、理论分析和行为事件访谈,初步提出教学型大学教师教学学术结构模型,对十二所教学型大学进行抽样调查,采用项目分析、探索性和验证性因素分析得出教学型大学教师教学学术五因子结构:教学交流、教学研究、教学自主、知识和学术观念;编制的教学型大学教师教学学术问卷,信度和效度良好,适合用来分析我国教学型大学教师教学学术的特征状况.用该问卷进行抽样调查发现:教学型大学教师教学学术五因素水平都不高;男教师教学交流水平显著高于女教师;35 岁及以下教师在教学研究水平上显著高于 46 岁及以上教师的水平; 博士研究生在学术观念上的水平显著高于硕士研究生的水平.
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