(2) We should understand the teaching quality from two aspects: teaching and learning. Teaching is a two-way activity of teaching and learning, and it is the organic unity of teachers' teaching and students' learning. Therefore, the management of teaching quality should start from these two aspects, rather than just paying attention to teachers' teaching. In a sense, students' learning quality is more important than teachers' teaching quality. Whether students have self-learning ability, whether students are good at asking questions and analyzing whether students are interested in learning should all be included in the category of teaching quality. Teaching quality management should formulate corresponding evaluation standards and specific management measures in these aspects. Otherwise, there will be only the quality of "teaching" without the quality of "learning", that is, students get good grades in exams because teachers do a lot of exercises and guess questions, but they don't have the same excellent thinking ability, let alone innovation ability, which is often said to form a situation of high scores and low energy.
(3) Teaching quality management should be oriented to all students, not just a few top students. The truly excellent teaching quality is reflected in that students at all levels can be improved and developed on the original basis. Paying attention to the quality development of top students and ignoring students with poor learning acceptance ability is not a real total quality management. In order to improve the enrollment rate by several percentage points, some schools deliberately prevent some students with poor academic performance from taking relevant examinations, which seriously violates education laws and regulations and deprives students of their right to education. Of course, it does not meet the requirements of total quality management.
(4) Teaching quality management should reflect the whole process management. In other words, there is a quality management problem in every stage and link of the teaching process. It is necessary to change from simply testing the results of teaching quality to testing the whole process of teaching, including the formulation of teaching plan, teachers' preparation, homework correction, students' guidance, students' preview, listening, homework, practice and examination. Every stage and link should put forward clear requirements and take corresponding management measures to optimize the whole teaching process.
(5) Establish the concept of teaching quality management for all staff. The teaching quality management of all staff refers to the participation of all teaching staff in the school teaching quality management, not only the main course teachers, but also the teachers of other disciplines, not only the teachers who attend classes, but also the school logistics assistants who do not attend classes, so as to provide conditions for the school teaching quality management as appropriate. Schools should establish a post responsibility system for all staff, and mobilize the enthusiasm of all faculty members through scientific evaluation and rewards and punishments.
These aspects can only be said to be a conceptual understanding of teaching quality management, let alone a real implementation model, because so far the research in this area is almost blank in the domestic educational management academic circles. We believe that with the further development of education and scientific research in China, we will design a teaching quality management model that can not only maintain the solid quality tradition in the past, but also greatly promote the all-round development of students' body and mind.