Research On Undergraduate Evaluation Of Teaching Literacy Under The Background Of The Reform Of Educational Evaluation

Sustainable development is the theme of global higher education development,and "facing all and pursuing Excellence" is the goal of sustainable development of higher education.Pursuing the high-quality development of higher education is the demand for the popularization of higher education in China in the new era,and it is also a response to the theme of global higher education development.In 2020,the Ministry of Education promulgated the "Overall Plan for Deepening the Reform of Education Evaluation in the New Era",and put forward the strategic idea of promoting teaching reform and education development through evaluation.How to play the guiding role of evaluation in education and teaching and promote the high-quality development of higher education in China is a major problem that needs to be solved in the current education evaluation reform.Students’ evaluation of teaching is the main means of teaching evaluation,and it is also an important way to improve teaching and teaching quality.However,in the practice of education and teaching,students’ evaluation of teaching has failed to play an effective role in promoting teaching reform,and the evaluation effect is not good.The fundamental reason is that the directivity of students’ evaluation of teaching needs to change,from evaluating teachers to improving teaching.In the process of this turn,students’ teaching evaluation literacy plays a vital role.The basic point of this study is that students’ teaching evaluation literacy is the key to promote students’ teaching evaluation from teacher evaluation to teaching improvement.Based on developmental education evaluation theory,students’ evaluation literacy theory and constructivism learning theory,this study puts forward the basic connotation of students’ evaluation literacy,that is,students’ evaluation literacy points to improving teaching and learning,with critical thinking as the core and performance evaluation as the representation,thus forming a four-dimensional framework for understanding students’ evaluation literacy: evaluation knowledge,evaluation skills,evaluation attitude and evaluation consciousness.Based on this cognitive framework,this study investigates and analyzes the current undergraduate students’ teaching evaluation literacy,and finds that there are four problems: the lack of knowledge,skills,attitude and consciousness of teaching evaluation.In view of these problems,this study proposes to improve undergraduate students’ teaching evaluation literacy from three aspects: curriculum setting,teaching reform and evaluation management.Specifically,the first chapter introduces this research from the origin of the problem,research significance,literature review,concept definition,research ideas and research methods.The second chapter compares the students’ evaluation of teaching with the students’ evaluation of improving teaching orientation,and then puts forward that students’ evaluation of teaching literacy is the key to change from evaluating teachers to improving teaching.The third chapter establishes the cognitive perspective of students’ teaching evaluation literacy,and then puts forward the cognitive framework of students’ teaching evaluation literacy from the aspects of its connotation,composition and performance.The fourth chapter investigates and analyzes the current situation of undergraduate students’ teaching evaluation literacy,points out the existing problems of undergraduate students’ teaching evaluation literacy and explores the influencing factors of undergraduate students’ teaching evaluation literacy;The fifth chapter puts forward some suggestions to improve undergraduate students’ teaching evaluation literacy.