Research On Undergraduate Students' Evaluation Of Teaching In Universities From The Perspective Of Policy Implementation

At present,students' evaluation of teaching is widely used as a quality assurance measure by international and domestic universities,but also be controversial because of the existing problems.Through an in-depth investigation of the implementation process of Yunnan University's teaching evaluation policy since 2017,this study reveals the situation and existing problems of undergraduate students' teaching evaluation practice in Yunnan University.In order to get a glimpse of the common problems existing in the evaluation of teaching by undergraduate students in colleges and universities in China and put forward some countermeasures.The undergraduate students' evaluation of teaching of Yunnan University began in 1989 and has gone through three stages:manual analysis,machine reading and online operation.From 1989 to 2016,students in Yunnan University adopted "one table and many quantities",that is,students evaluated different types of courses,including theoretical courses,experimental courses,physical education and so on,through the general evaluation indicators.In November 2017,the school launched a new sub-curriculum type scale,which classifies and evaluates teaching according to seven types of courses in order to improve teaching more pertinently.From 1989 to 2015,Yunnan University published and fed back the results of undergraduate students'teaching evaluation to the departments every semester,and served as a reference for undergraduate teaching management.In 2016,when the school revised the teacher title promotion system,it included students' teaching evaluation scores as one of the basic conditions for teachers to declare the promotion of professional titles,that is,during the performance of teachers' duties.Students' teaching evaluation scores are located in the bottom 10%of their teaching units,that is,they are considered to be unqualified in teaching performance and do not have the qualifications to declare.As a result,teachers and management pay more attention to students' evaluation of teaching than before.In response to the launch of the sub-curriculum type scale in November 2017,the researchers conducted a questionnaire survey of 408 undergraduates and interviewed two current staff of the Teaching Evaluation Office.This paper makes a statistical analysis of the results of students' evaluation of teaching in each semester from 2015 to 2018.It is found that after the implementation of the classified teaching evaluation policy,the discrimination of students' teaching evaluation scores is relatively obvious,which has a certain supporting effect on the promotion of teachers' professional titles.at the same time,the classified teaching evaluation policy has been affirmed by 51.96%of the students.It shows that most students want to express their views on the teaching of different courses.However,the study also found that after the implementation of classified teaching evaluation,there are still some problems in the process of policy implementation,such as the target groups do not have a high degree of recognition of the teaching evaluation policy;inadequate propaganda and guidance of students'teaching evaluation policy;lack of effective supervision of the implementation process;and low degree of achievement of policy objectives.The above problems are common in colleges and universities in our country.According to Smith's policy implementation model,this study deeply analyzes the causes of the existing problems,and then puts forward some countermeasures and suggestions.