Polocy Research On Undergraduate Teaching Quality Standards In China’s Higher Education

Undergraduate teaching quality standards in higher education is closely related to the quality of higher education, as well as the various stakeholders of higher education. The formulation and execution process of undergraduate teaching quality standards are essentially related to higher education public policy making and implementation. The major forms of undergraduate teaching quality standards include "major training specifications and teaching basic requirements" and "guiding professional norms", with the formulation and implementation under the government leading. Improvement is required in the process of policy making, executing and evolution, in terms of the scientific of the policy itself, or of the government’s actions. Nowadays, the nation is committed to building a service-oriented government and rule-by-law government. With the theory of new public administration, developing national education quality standards and analyzing policies of China’s undergraduate teaching quality standards, undoubtedly have great significance.In this paper, first of all, the policy evolution, content and characteristics of the undergraduate teaching quality standards in China are analyzed. Secondly, compared with the actual practice of western countries in the aspect of higher education quality standards, the common characteristics and development trends are summarized, and the successful experiences are absorbed. Thirdly, normalization of undergraduate teaching quality policy and rationality of government behavior in the process of policy formulation and implementation are analyzed. Finally, based on the stakeholder co-governance mode, concrete countermeasures and suggestions are put forward as follows: First, we must raise the scientific nature of the policy through reinventing higher education quality, enhance the understanding of the teaching quality standard, improve the basis of teaching quality standards, etc. Second, we must accelerate the process of legalization through strengthening legislation procedure, providing the legal guarantee, and improving policy legitimacy & other measures, etc. Third, we should improve higher education teaching evaluation through the diversification of evaluation subject, evaluation criteria, intermediary evaluation organization, evaluation process standardization and evaluation of professional team and other measures.