Research On The Current Situation And Optimization Countermeasures Of Classroom Teaching Quality Evaluation In Higher Vocational Colleges

With the national vigorous promotion of vocational education,the high-quality development of higher vocational education has received the attention and importance of the whole society.Under this favorable development trend,the implementation of the policy of "million expansion" of higher vocational education has provided strong support for the development of higher vocational education.The student source of higher vocational institutions is gradually enriched,and the vitality of innovation in higher vocational education is stimulated,but at the same time,the problems of insufficient experience and ability of teachers are gradually highlighted.Whether the teaching quality and talent cultivation quality of higher vocational colleges can be developed stably in this opportunity and challenge depends largely on the quality level of classroom teaching in higher vocational colleges.Therefore,it is especially important to study the evaluation of classroom teaching quality in higher vocational institutions,find out the problems in the process of classroom teaching quality evaluation and take corresponding improvement measures,so as to improve the evaluation of classroom teaching quality in schools,improve the effectiveness of classroom teaching quality evaluation and guarantee the stable development of talent cultivation quality in higher vocational institutions.The thesis takes a higher vocational school as an example and carries out a study on the evaluation of classroom teaching quality in higher vocational institutions.Firstly,the introductory part was completed by reading the literature and collecting and organizing relevant data,sorting out the policy documents of China on classroom teaching quality evaluation in higher education institutions in recent years and summarizing the research overview about classroom teaching quality evaluation at home and abroad.Secondly,based on the overall grasp of relevant concepts,theoretical foundations and evaluation principles,taking College D as an example,the survey was conducted by questionnaire and interview method,and found that there are problems such as teachers and students’ misunderstanding of the purpose of evaluation,lack of the role of evaluation subject,inappropriate setting of evaluation content,stereotyped evaluation methods,and "absence" of feedback and application of evaluation results.The problems of "absence" of feedback and application of evaluation results were found.Through analysis,the causes are insufficient evaluation-related publicity and training,imperfect internal accountability and incentive and external evaluation mechanisms,evaluation indicators and standards not designed in a hierarchical and categorical manner,insufficient innovation in evaluation methods and approaches,and imperfect evaluation results application mechanisms.Finally,the following optimized countermeasures are proposed for the problems and causes: first,strengthen evaluation publicity and training to innovate the evaluation concept of teachers and students;second,improve the evaluation-related system to mobilize the power of internal and external subjects;third,set evaluation indexes and standards in a categorized manner to ensure diversified evaluation contents;fourth,use multiple evaluations in a comprehensive manner to improve the stereotyped evaluation methods;fifth,establish an evaluation feedback mechanism to strengthen the feedback and application of results.This study aims to identify and solve the problems in classroom teaching quality evaluation in higher education institutions,provide reference for higher education institutions to build a more scientific and sound classroom teaching quality evaluation system,and enhance the effectiveness of classroom teaching quality evaluation in higher education institutions,so as to achieve the improvement of teaching quality and talent training quality.