Boyer (1990) proposed an expanded definition of scholarship within the professoriate based on four functions in the book of Scholarship Reconsidered- Priorities of The Professoriate: discovery, integration, application, and teaching. He argues that , all forms of scholarship should be recognized and rewarded. Ernest Boyer proposed that higher education move beyond the tired old teaching versus research debate and that the familiar and honorable term scholarship be given a broader meaning. (Glassick ,2000). Ernest Boyer indicated that, Such a vision of scholarship, one that realizes the great diversity of talent within the professoriate, also may prove especially useful to faculty as they reflect on the meaning and direction of their professional lives.(Boyer,1990,P25.) This qualitative study, utilized the grounded theory, try to generate the process of the faculty development of moral education staff under the dilemma between teaching and scientific research in Sichuan Normal University and to build a theoretically based and practical model of Scholarship of teaching according to need of the faculty development of moral education staff. Data collection is by two steps of semi-structured interview, observation and documents of 10 participants and analysis is by grounded theory skill. The results of first question of this study was to generate a process of faculty development of each participant's experience, 20 categories has emerged from the data, the causal condition contains: Self-development needs, Life necessities, Pressure from university and society, Characters of moral education. Centre phenomena contains Forced scientific research of all the staff, Teaching as the foil, Alienation of relationship of staff and student. Intervening conditions contains Booming development of university, Innovative society, Revival of traditional culture, The big data era. Contextual conditions contains Ranking of universities, Faculty competition, Administrative Department tasks. Strategies contains Adjusting energy distribution, Utilizing various resources, Flattering students. Consequences contains Both loss of Scientific research and teaching, The single crowded dimension of professional development, Staff' self-reflection. The results of second question of this study was to build a model of scholarship of teaching. 12 categories and 5 upper-categories has emerged from the data, which is Upper value orientation transition, Adjusting existing support, Adding new service support , Dissemination of scholarship of teaching, Establishing the evaluation system. And the cyclical dynamic model is build on the five upper-category. The findings of this study provide extended knowledge to faculty development of those moral education staff. Those results give practical recommendations for the establishing of a truly viable model of scholarship of teaching which help the staff's development.Boyer (1990) proposed an expanded definition of scholarship within the professoriate based on four functions in the book of Scholarship Reconsidered- Priorities of The Professoriate: discovery, integration, application, and teaching. He argues that , all forms of scholarship should be recognized and rewarded. Ernest Boyer proposed that higher education move beyond the tired old teaching versus research debate and that the familiar and honorable term scholarship be given a broader meaning. (Glassick ,2000). Ernest Boyer indicated that, Such a vision of scholarship, one that realizes the great diversity of talent within the professoriate, also may prove especially useful to faculty as they reflect on the meaning and direction of their professional lives.(Boyer,1990,P25.) This qualitative study, utilized the grounded theory, try to generate the process of the faculty development of moral education staff under the dilemma between teaching and scientific research in Sichuan Normal University and to build a theoretically based and practical model of Scholarship of teaching according to need of the faculty development of moral education staff. Data collection is by two steps of semi-structured interview, observation and documents of 10 participants and analysis is by grounded theory skill. The results of first question of this study was to generate a process of faculty development of each participant's experience, 20 categories has emerged from the data, the causal condition contains: Self-development needs, Life necessities, Pressure from university and society, Characters of moral education. Centre phenomena contains Forced scientific research of all the staff, Teaching as the foil, Alienation of relationship of staff and student. Intervening conditions contains Booming development of university, Innovative society, Revival of traditional culture, The big data era. Contextual conditions contains Ranking of universities, Faculty competition, Administrative Department tasks. Strategies contains Adjusting energy distribution, Utilizing various resources, Flattering students. Consequences contains Both loss of Scientific research and teaching, The single crowded dimension of professional development, Staff' self-reflection. The results of second question of this study was to build a model of scholarship of teaching. 12 categories and 5 upper-categories has emerged from the data, which is Upper value orientation transition, Adjusting existing support, Adding new service support , Dissemination of scholarship of teaching, Establishing the evaluation system. And the cyclical dynamic model is build on the five upper-category. The findings of this study provide extended knowledge to faculty development of those moral education staff. Those results give practical recommendations for the establishing of a truly viable model of scholarship of teaching which help the staff's development.