Research On The Institutional Logic Of The Change Of Undergraduate Teaching Evaluation Policy In China

Undergraduate teaching evaluation policy is the institutionalization of undergraduate teaching evaluation theory in China,and it is the action criterion to guide undergraduate teaching evaluation activities.Review and prospect the development path of undergraduate teaching evaluation policy in China,It will help to promote the reform of the teaching evaluation system of undergraduate in China,and provide some ideas for the formulation of the policy of undergraduate teaching evaluation,and further promote the development of the characteristics and classification of colleges and universities.First of all,based on the perspective of historical institutionalism,using historical research methods,this paper systematically combs and interprets the policy texts of undergraduate teaching evaluation from 1985 to 2020,and puts forward that China's undergraduate teaching evaluation policy from 1985 to 2020 has gone through four stages: the start of institutional change,gradual institutional change,radical institutional change and institutional change breaking balance.Then,using the Rost software to do word frequency statistics on the combined text of the above stages of undergraduate teaching evaluation policy,and get the top 10 keywords and their frequency of each stage of undergraduate teaching evaluation policy.By comparing the evolution of key words in policy texts at different stages,this paper analyzes the evolution of the connotation logic of China's undergraduate teaching evaluation policy from 1985 to 2020.At the same time,it makes statistics on the key words and word frequency of 92 policy combined texts in the sample database of policy documents,and makes statistics on the distribution of the top 20 key words in each stage,which reflects the construction focus and development trend of undergraduate teaching evaluation policies in China.Next,based on the historical analysis paradigm of historical institutionalism,this paper explores the path of the change of the evaluation policy of undergraduate education in China.It is considered that the awakening of quality accountability consciousness caused by the expansion of enrollment in 1999 and the proposal of "separation of management evaluation" in the national medium and long-term education reform and development planning outline(2010-2020)in 2010 are two key nodes of the change of the policy of undergraduate teaching evaluation in China.The paper uses the structural analysis paradigm in the theory of historical institutionalism to explain the dynamic mechanism of the change of the undergraduate teaching evaluation policy in China from the establishment of political system,the reform of economic system,and other Internal factors,such as the adjustment of educational policy,the expansion of education scale,the reform of educational management,the renewal of the concept of leaders.Finally,according to the overall characteristics of China's undergraduate teaching evaluation policy,the logic of change,and the development context and advanced experience of the construction of higher education quality assurance system in western countries,this paper puts forward that,facing the future,under the background of the transformation of government functions and the connotative development of higher education,the localization of higher education,the revolution of classroom reform,the education of teaching process,the informatization of school running data,the school-based evaluation concept,the classification of index design,and the value-added evaluation of colleges and universities are the effective paths for the reform and innovation of undergraduate teaching evaluation system in China.