Because the research of higher education comes from pedagogy, many studies have not put higher education in the education system at all for a long time. From a multidisciplinary perspective, the problem of higher education is more regarded as a social problem shared by all disciplines than a simple educational problem. Due to the lack of pedagogy perspective, higher education is not worthy of the name, and higher education research has become a rootless and broad multidisciplinary field. Although at the level of organizational system, the current higher education research has made progress in discipline institutionalization, and higher education has also obtained discipline establishment in Chinese universities, at the level of discipline, higher education research must reflect or not, re-examine the great value of pedagogy to higher education research, and make it clear that "higher education" pedagogy is an indispensable foundation for higher education research to mature or achieve discipline independence of higher education.

Teaching evaluation and classification standards

When observing the backward situation of "educational measurement and evaluation" in China, a neglected deep-seated reason comes from the current classification standard of pedagogy in China.

The important role of discipline classification is to promote the prosperity and development of disciplines to the maximum extent. "Educational measurement and evaluation" involves all levels of the national educational structure, and all aspects of educational management, such an important basic academic field, have no place in the two disciplines of pedagogy.

Discipline classification has a special position in scientific development, and the United Nations and other international organizations attach great importance to the standardization of discipline classification system. Someone once wrote that "the core of the discipline level is two disciplines, and the existence of two disciplines is the only" legal "basis for applying to the Ministry of Education for key disciplines, key research bases and master's and doctoral degrees, which directly determines the life and death of the discipline." For a long time, the relatively backward situation of "educational measurement and evaluation" in China cannot be said to have nothing to do with this. However, in recent years, the United States has made a lot of progress in this field, which has had a far-reaching impact on today's international examination practice. On the contrary, because our country has been lagging behind others in the basic research of this subject, we can only learn their standardized tests for a period of time before we start to learn their comprehensive evaluation methods.