How To Improve Education Quality With "Studying-centered" Theory

With the popularization of higher education, newly-built local universities have been developing rapidly and are playing a significant role in China’s higher education system. However, as those are "newly-built", "lately-founded", and "vulnerable", the problem that the quality of education decreases after enrollment expansion has caught much more attention. There has been a pressing need for transforming and developing newly-built local universities to bring up their education quality under such circumstances.Inspired by the international trend of thought that education should be student-centered and learning-centered, The circle of theory and practice in China has realized the importance of "studying-centered" thought education theory in promoting education quality. "Studying-centered" indicates both an emphasis on "student-centered" and an emphasis on "learning-centered". This study is a deep insight and an extension of the "studying-centered" conception of education quality.The factors concerning education quality are multidimensional and complicated. There is a strong non-linear correlation among each of these factors. In this thesis, four factors are chosen, which are highly related to students and are controllable in education management, to discuss the promotion of education quality. These factors are:learning climate, learning motivation, academic advising and learning evaluation. The thesis is divided into four sections. In the first section, the author analyzed the characters of newly-built universities under the background of transformation in China. Based on a review on domestic and international literature, this section explains what question it is, why it is a question and what the basic idea is. In the second section, there will be a general theoretical analysis on how to improve higher education quality under the "studying-centered" theory. The analysis is supported by four factors:learning climate, learning motivation, academic advising and learning evaluation. The third section is a detailed empirical analysis on the promotion of education quality in Changji University, combined with questionnaires and other relative evidences in the construction of learning climate, learning motivation, academic advising and learning evaluation. In the last part, focused on the existing education quality problems in newly-built universities in China, particularly in Changji University, the paper offers some proper and practical strategies for promoting education quality.