In colleges and universities, the role of teaching quality and security system cannot be underestimated. Therefore, the construction of teaching quality monitoring and guarantee system in colleges and universities has become an urgent problem. Under the function of teaching quality monitoring and guarantee system, it provides inexhaustible motive force for the reform of higher education and the market-oriented transformation of colleges and universities, and promotes the normal development of higher education. Colleges and universities should fully consider the characteristics of their own needs, ensure that the teaching quality monitoring and guarantee system adapts to their own development, implement and implement the overall management strategy, find and solve problems in time, ensure the improvement of teaching quality, and further explore the higher education market.

First, the development of colleges and universities research

(A) the lack of management concepts

First of all, the concept of sustainable development of university management is not perfect. At present, the market competition is becoming more and more fierce, and the ability of sustainable development plays an important role in the future development of colleges and universities. Constructing the monitoring and guarantee system of teaching quality in colleges and universities can better accomplish the goal of talent training, make talents adapt to social needs, make the school and society virtuous circle, and further enhance the sustainable development ability of colleges and universities. However, most colleges and universities do not pay attention to the overall planning of teaching quality monitoring and guarantee, and it is difficult to combine professional construction with teacher-student management, and they do not fully understand social needs [1].

Secondly, the people-oriented concept has not been practiced. In higher education, if the people-oriented concept is missing from the teaching quality monitoring and guarantee system, it will completely deviate from the educational purpose. At present, some colleges and universities take administrative power as an important means, do not accept expert monitoring, do not consider expert opinions and suggestions, and evaluate teaching quality only from rewards and punishments, which can not fundamentally solve the problem. Affected by the lack of interaction between managers and teachers, the objectivity of evaluating teachers is seriously insufficient. When evaluating students' learning, we should pay more attention to the scores and achievements of exams, rather than the comprehensiveness of students? L exhibition, for this reason, students' morality and innovation ability are not strong.

(B) the management system needs to be improved

In the process of development, colleges and universities have established a teaching quality management system. However, on the basis of the gradual improvement of management, the quality management system has not kept pace with the times and it is difficult to adapt to the development goals of the school. No matter the setting of professional courses or the formulation of personnel training objectives, corresponding changes and improvements must be made. If the original system is used all the time, it will be difficult to improve the teaching quality management in colleges and universities. In the traditional teaching administrative organization, teaching management and decision-making are not separated, and the feedback of teaching quality information is mainly realized by the administrative organization, so there is no independent and professional information feedback organization [2]. However, this kind of administrative feedback seriously ignores the feedback information from students' professional training bases and employers, which makes it difficult to understand the essence of the problem and improve the teaching quality.

(3) The quality management work is not satisfactory.

Modern colleges and universities should comprehensively improve the teaching quality monitoring institutions. At present, although many colleges and universities have set up department-level and college-level management institutions, they still lack detailed management systems, so the problem of multiple roles of teaching management departments and educational administration departments often appears. Because there are many disciplines and specialties, the courses are quite different. If the teaching quality monitoring organization is not perfect, it will be difficult to find the teaching quality problems in time and solve them in a targeted manner, thus adversely affecting the teaching quality monitoring and the construction of the guarantee system. Moreover, it will focus on the teaching order, seriously ignoring the innovation of teaching methods and the improvement of content. At the same time, the monitoring of teachers' teaching activities is relatively strict, while the monitoring of students' learning process is loose. The above situation is affected by the inadequate monitoring and guarantee scope of teaching quality, which makes it difficult for the teaching quality of modern universities to meet specific requirements.