The evaluation of undergraduate teaching level consists of three stages: self-evaluation of the evaluated school, on-site inspection by the expert group and school rectification. The self-evaluation stage refers to the time from the time when the Ministry of Education determines the evaluation of the school and makes clear the approximate time for the expert group to conduct inspection to the time before the expert group enters the school for inspection; The school rectification stage refers to one year after the inspection by the expert group; In the middle is the on-site investigation stage of the expert group. These three stages constitute a complete process, and it cannot be considered that only the on-site inspection by the expert group is the evaluation.
Judging from the three stages of evaluation work, the formulation of "welcoming evaluation" is inaccurate and inappropriate. Because since the Ministry of Education confirmed the evaluation of the school and made clear the approximate time of the expert group inspection, the evaluated school has entered the self-evaluation stage, which means that it has entered the evaluation work, and it is logically inaccurate to mention the evaluation again. Not only that, but more importantly, this formulation actually only takes the expert group's visit to the school as an evaluation, but does not take self-evaluation and rectification as an evaluation, and does not realize that self-evaluation is the most important of the three stages of evaluation. Based on this understanding, the so-called "welcoming the evaluation" actually turns the whole self-evaluation into welcoming the inspection of the expert group, or even coping with the inspection of the expert group, instead of conscientiously implementing the 20-word evaluation principle put forward by the Ministry of Education, conscientiously summing up the guiding ideology of running schools and teaching work, carefully identifying the orientation of schools, and doing a good job in teaching capital construction, teaching management and teaching reform. This will undoubtedly damage the evaluation work. Therefore, I hope that schools should not use the word "welcome evaluation", but refer to "promoting reform, construction and management by evaluation". Of course, we also hope that the school will put forward some humanistic slogans that are in line with the scientific evaluation concept and can inspire teachers and students to do a good job in teaching evaluation, so as to mobilize teachers and students to take active actions and devote themselves to the evaluation work, and gradually establish an advanced and scientific evaluation culture, such as "improving the quality of personnel training, running a university that the people are satisfied with", "creating excellent teaching work that really reassures the people" and "contributing to the construction of excellent teaching work"