In the evaluation process, subjective and human factors are heavy, so it is difficult to evaluate the teaching quality scientifically, objectively and fairly, which affects the enthusiasm of teachers. In addition, in the teaching evaluation system, the evaluation subject is single. It is usually the administrators of colleges and universities who evaluate teachers' teaching, ignoring the role of students and experts, which leads to the inconsistency between the routine inspection of many teachers and the usual class status, and also affects the improvement of teaching quality. Third, the imbalance of teaching process monitoring. At present, the monitoring of teaching quality in colleges and universities mainly focuses on classroom teaching, ignoring the evaluation of students' extracurricular practice process; Teachers' teaching activities are strictly monitored, while students' learning situation is lax; In the classroom, more attention is paid to the examination of students' professional knowledge, while the examination of students' moral quality and ability is ignored. Fourth, the teaching content is too single. From the perspective of "big teaching, small courses", the teaching content of universities mainly refers to various forms of courses in universities. It can be seen from the training plan, curriculum arrangement and elective course list of domestic universities that the courses in China University mainly focus on the explicit courses such as the cultivation of students' professional courses and the cultivation of academic performance, while ignoring the study and training of hidden courses, and only paying attention to the division of courses, majors, arts and sciences, etc. , did not use the curriculum to cultivate students' all-round development. Fifth, the structure of teachers is unreasonable. College teachers are directly responsible for teaching quality. However, many teachers in colleges and universities are busy with administration and neglect teaching, or still enjoy the high treatment of the school by virtue of years of teaching experience. In addition, in order to save money, there are still many colleges and universities that teach in large classes with more teachers, which seriously affects the teaching quality. We believe that only by adopting a strict system of rewards, punishments and promotion and constantly introducing new teachers can we ensure that fresh blood is injected into college education and teaching.
Second, the basic principles of constructing the teaching quality guarantee system in colleges and universities
There are many shortcomings in the teaching quality guarantee system in colleges and universities. When constructing and perfecting the education security system, we should follow the trend and characteristics of the internal development of the system and improve it according to certain principles. The process of teaching quality assurance in colleges and universities is a whole-process, all-round and all-staff scientific management process, which has the characteristics of systematicness, coordination and dynamics. To solve the teaching quality assurance system in colleges and universities, we should follow these basic requirements and the following principles: systematic principle. The systematic principle means that when establishing a teaching quality guarantee system, colleges and universities should systematically and comprehensively investigate all the factors related to teaching quality and their relationships, so that the guarantee system can contain all the factors affecting teaching quality and the guarantee components of all links in the teaching process, and ensure that these factors form an organic whole. To carry out the systematic principle, we should grasp three aspects: first, the effective teaching quality assurance system is complete in composition, which can include all factors affecting teaching quality, and the system norms in the system should also be clear and comprehensive; Secondly, the rules and regulations in the quality assurance system are not isolated or simply superimposed, but should be interrelated and each component should complement each other; Finally, the teaching quality assurance system should be universal. There are many colleges and majors in a university, and the teaching process is dynamic. Therefore, when constructing the teaching quality assurance system, it is necessary to extract the common elements to make them common.
Goal principle. The principle of objectivity means that when constructing the teaching quality guarantee system in colleges and universities, we should closely focus on the quality control process and organize and coordinate various forces to achieve teaching objectives. The objective principle is the first condition for comprehensively constructing and implementing the teaching quality guarantee system in colleges and universities. Therefore, on the one hand, in the quality assurance system, it is necessary to establish a specific and clear positioning mechanism and formulate a corresponding evaluation feedback mechanism to prevent the deviation of the target; On the other hand, the implementation of management, from the level of leadership and supervision to the level of implementation, should be clear about responsibilities, implement responsibilities, clear responsibilities, and ensure the realization of teaching quality objectives. The principle of continuity. The principle of sustainability means that the establishment of teaching quality assurance system in colleges and universities should take the concept of sustainable development as the guiding ideology, grasp the essence of continuous improvement and sustainable development of teaching quality, and establish a quality system that can reflect the demand for teaching quality and the process of quality development in time. To implement the principle of sustainability, we must first adhere to the development management concept of continuous quality improvement, and take improving teaching quality as an eternal theme, not a specific task at a certain stage. Secondly, we should pay attention to the sustainability of teaching. In the teaching process, all stages, courses and even teaching links are interrelated organic whole. In the process of constructing the teaching quality assurance system, we should not cut off the connection between them, but should bring all the elements into the quality assurance system to form a virtuous circle of sustainable development of teaching quality.
Third, the main strategies of constructing the teaching quality guarantee system in colleges and universities
Judging from the above definition of the teaching quality guarantee system in colleges and universities, the teaching quality in colleges and universities includes not only teaching, but also other subsystems. Therefore, in order to build a comprehensive and perfect teaching quality assurance system in colleges and universities, we must grasp the subsystems of the teaching quality assurance system in colleges and universities, such as the target system, the curriculum system, the teacher system and the evaluation system.
(1) The establishment of the teaching target system in colleges and universities The target system of teaching quality in colleges and universities is not only influenced by the national educational guidelines, policies, politics, economy and culture, but also by the orientation of colleges and universities in the education system, the purpose of running a school, the conditions of running a school and the students' own factors. When formulating the teaching quality target system, on the one hand, we should combine the ultimate goal with the phased goal, and when following the national policies, we should take into account the special needs of the country's political, economic and cultural trends for talents trained in colleges and universities in a certain period of time. Therefore, we should establish a comprehensive, scientific and reasonable ultimate goal according to the orientation and nature of the school and on the basis of full investigation and research, and then divide the ultimate goal into phased teaching goals in different periods according to the specific teaching plan and development plan of the school, as well as the availability of teachers and teaching equipment and the investment of funds at the present stage of the school. On the other hand, it is necessary to establish a detailed target evaluation system, feedback the implementation and operation of the target in time, and correct the teaching behavior that deviates from the target. To ensure the effective operation of teaching objectives, the most important thing is to concretize the phased objectives, that is, to formulate specific sub-objectives to be achieved by each goal. The core content of the teaching quality assurance system in colleges and universities is to do a good job in the basic construction of teaching quality such as classrooms, teachers, courses and scientific research projects. , and implement the team responsibility system for the goals that should be achieved in each stage of each project, so that the sub-goals of each stage can be effectively implemented and the ultimate goal can be finally achieved.
(2) Establishment of teaching curriculum system in colleges and universities Teaching quality is the lifeline of higher education, and curriculum system is the focus of teaching quality. To improve the teaching quality, we must establish a high-quality curriculum guarantee system. The author thinks that it is mainly established from the following aspects: first, reform the curriculum objectives. When setting the course objectives, we should combine the basic knowledge of the subject with practical skills, emotional attitudes and values, change the previous concept of one-sided emphasis on subject knowledge, and effectively develop a student-centered curriculum system. In this process, we should not only consider students' basic and professional knowledge, but also fully cultivate students' practical ability, autonomous learning ability and lifelong learning ability, and improve students' moral quality, cultural accomplishment and sustainable development ability in the process of learning. Secondly, reform the curriculum organization. The traditional university curriculum model generally consists of basic courses, specialized basic courses, specialized courses and philosophical thinking. We can see that these universities only pay attention to the cultivation of professional skills in the course content setting, without considering other things. In addition, humanities and social courses are not considered in the courses offered by universities of science and engineering, and popular science courses are also ignored in humanities colleges. The deviation of students' knowledge structure under this curriculum mode makes them unable to meet the requirements of contemporary society for college students' comprehensive knowledge. Therefore, in the curriculum, we should avoid the separation of arts and sciences, combine science education with humanities education, and combine professional education with basic education; It is also necessary to offer more elective courses and implement the curriculum model of credit system. College students should choose courses to cultivate the basic knowledge and ability of lifelong learning, pay attention to the connection with life, and learn to use what they have learned to serve life practice.
Finally, the current college entrance examination system also affects the curriculum model of colleges and universities. It is undeniable that the establishment of the college entrance examination system has selected a batch of outstanding talents for our country. However, with the development of knowledge economy, the disadvantages of the current college entrance examination system are increasingly prominent. A single examination standard and a single admission standard both hinder the process of quality education. The key to reforming the current college entrance examination system is to change the single examination standard and admission standard and implement diversified and comprehensive examination admission methods. Such an admission model should fully consider academic performance, ideological and moral quality, psychological quality, expertise and so on. In addition to the results of the college entrance examination, senior high schools fully consider the different needs of different levels and types of schools for different students. Only by implementing the examination system combining the national unified examination with the independent examination of provincial and municipal schools can we effectively promote the all-round development of students and lay a good foundation for entering the courses of colleges and universities.
(3) The establishment of teaching staff system in colleges and universities is an educational plan, and teachers are the foundation. The key to improving the quality of teaching in colleges and universities lies in whether there are first-class teachers. The establishment of the teaching quality teacher system in colleges and universities can mainly be seen from two aspects: the construction of teachers and the leadership of teaching work. Construction of teaching staff. "Building is needed to run a university well, but the key is the quantity and quality of teachers." In recent years, due to the expansion of university enrollment, the faculty is becoming more and more nervous. According to statistics, the teacher-student ratio of China University is 18: 1, while the world standard is 14: 1. According to this standard, there is still a gap of nearly 65,438+10,000 full-time teachers in colleges and universities in China. It can be seen that effective measures are urgently needed to increase the number of teachers and train professional teachers. Actively encouraging teachers above associate professors to attend classes on the platform, encouraging master students and doctoral students to serve as counselors to assist in teaching, vigorously carrying out continuing education, and training in-service teachers' teaching level by correspondence and self-examination, etc. are all effective measures. In addition, it is necessary to strengthen the teacher responsibility system, establish a complete and effective teacher assessment system, mobilize teachers' enthusiasm and encourage them to complete teaching and scientific research tasks with high quality. Leadership construction in teaching work. Teaching is the center of the whole university work. Colleges and universities should not only establish a perfect system to ensure the effective development of teaching, but more importantly, school administrators and decision makers should strengthen their leadership over teaching work, establish a responsibility system for competent leaders, put all departments, offices and scientific research departments in place, and link all work with teaching quality, so as to establish the concept of "education and teaching quality first".
(D) The establishment of teaching evaluation system in colleges and universities is multidimensional, and the evaluation of teaching quality includes all aspects of teaching, mainly including the following aspects: the evaluation system of students' achievements. Fundamentally speaking, teachers' teaching quality is reflected by cultivating students' quality. Schools should make clear provisions on various courses (including professional basic courses, elective courses, practical activities, etc.). ) from the topic selection, test paper printing, examination arrangement, performance evaluation management, etc. To ensure the fairness and justice of the assessment results. According to the characteristics of the course, different assessment methods are adopted, combining qualitative evaluation with quantitative evaluation, combining process evaluation with summative evaluation, and paying attention to the all-round development of students' morality, intelligence and physique in the evaluation. At the same time, we should also make statistics on the academic achievements of the whole school, focus on some courses, and make a horizontal and vertical comparative analysis. In addition, for research universities, the school should form an expert group according to the classification of disciplines every academic year to check and accept the scientific research achievements of each college.
Evaluation system of teachers' teaching work. The establishment of the evaluation system of teachers' teaching work can stimulate teachers' teaching interest and cultivate the emotional relationship between teachers and students. The content of teachers' teaching evaluation should be diversified and multifaceted, including hard indicators such as teachers' classroom teaching quality and professional basic knowledge research ability, as well as teachers' moral quality and personality charm. As for the evaluation methods, teachers' teaching work can be comprehensively evaluated by questionnaire survey, expert evaluation, student evaluation and online evaluation. We suggest that the evaluation results should be directly linked to teachers' salary and post appointment, so that the evaluation system can be directly combined with reality, rather than a dead letter. "The rise and fall of the national movement is related to education, and the rise and fall of education is related to teaching". Teaching quality is the lifeline and source of university development. The teaching quality of colleges and universities not only refers to students' academic achievements, but also includes the development of students' moral quality, the improvement of teaching equipment and the adequacy of teachers. To improve the teaching quality in colleges and universities, the most important thing is to establish a teaching quality guarantee system, carry out reforms from different angles such as objectives, courses and teachers, and reform the traditional backward parts to ensure the continuous improvement of teaching quality in colleges and universities.