A Quantitative Study On The Text Of My Country’s Higher Education Evaluation Policy From The Perspective Of Policy Tools

As my country’s higher education enters the stage of popularization,the training of talents in my country’s universities is facing new opportunities and challenges.Higher education evaluation is a higher education quality assurance system that has been in operation for more than 40 years,and it is currently one of the main means to ensure the quality of talent training in my country.The higher education evaluation policies promulgated by the relevant government departments of our country have gone through different stages of development and have promoted the development of society.However,we should also see that there are still many contradictions and problems in the implementation of our country’s higher education evaluation policies,and these contradictions and problems remain.It is a hindrance to the further development of our country’s higher education.Therefore,in order to better develop our country’s higher education,we must continue to re-understand and re-analyze our own higher education evaluation policy texts.This study takes the higher education evaluation policies promulgated by the relevant government departments of our country from January 1,1990 to December31,2020 as the research object.According to certain screening principles,217 policy texts are collected,from the overall level and the policy tool level.Analyze in two dimensions.The overall situation is mainly sorted out from three aspects: the status of my country’s policy subjects,the types of policy texts,and the distribution of annual numbers of policies.The analysis at the policy tool level mainly includes the overall analysis of the use of policy tools and the analysis based on different historical stages.This study uses Ingram and Schneider’s classification method of policy tools,and combines the specific policy text content to refine the five policy tools,establish corresponding sub-categories for each policy tool,and use "Policy Number-Specific Clauses/Chapters"-Sequence of key points” is the principle of disassembling the contents of the collected 217 policy texts one by one,coding the deconstructed analysis units one by one,and classifying the defined analysis units into the corresponding sub-categories of each policy tool,and On this basis,the overall analysis of the use of policy tools and the analysis based on different historical stages have been completed.This article further combines the text of my country’s higher education evaluation policy,and based on related theories,through logical analysis,derivation and interpretation,it is concluded that my country’s higher education evaluation policy tools have the following problems:(1)The authoritative tools have a tendency to alienate;(2)The authoritative tools are in some aspects Insufficient use;(3)Insufficient use of information tools in some aspects;(4)Motivation tools have a tendency to alienate;(5)Symbols and persuasion tools are inadequately used;(6)Self-assessment tools have a tendency to alienate.Finally,based on the research findings,this article provides corresponding optimization paths:(1)Increase the use of learning tools to accelerate the transformation of government functions;(2)Use authoritative tools reasonably to achieve the coupling of government,universities,and social functions;(3)Enhance information The use of tools to maximize information disclosure;(4)Increase the use of symbols and persuasive tools to achieve a balance between tool rationality and value rationality.