The Multiple Perspectives Evaluation Of The Comprehensive Quality Of The Undergraduate Students In China

In recent years, the evaluation of undergraduate students' comprehensive quality has been concerned theoretically and practically. However, the majority of the educators, experts and scholars focused on individual student's comprehensive quality, especially in education practice; many scholars of the theory study emphasized particularly on qualitative research. Under such a circumstance, this thesis studies the overall students' quality from multiple perspectives including single index, elements and overall perspective, not only does theoretical research on the students' quality including some methods such as comparing the models that evaluate the students' comprehensive quality, but also does empirical research and case studies through the survey of a large sample questionnaires, statistical analysis, arithmetic mean, comprehensive evaluation and so on. By empirical research and case studies, we have evaluated the undergraduate students' comprehensive quality scientifically and objectively under the background of higher education popularization, which answer the question of the students' comprehensive quality since enrollment expansion. Meanwhile, we have also excavated the factors that closely affect the comprehensive quality of overall undergraduates, give some pertinent suggestions to improve the comprehensive quality of the overall undergraduates. Such suggestions have realistic reference significance to improve the sustainable development of the comprehensive quality of overall undergraduates.The thesis firstly produces the related concepts of the evaluation of undergraduate students' comprehensive quality, and formulates the theory basis of pedagogy, based on which the thesis establishes the evaluation indicator system of undergraduates' comprehensive quality. Afterwards, the thesis compares different models used to evaluate undergraduate students' comprehensive quality, from which the thesis confirms the reasonable theoretical model to evaluate undergraduate students' comprehensive quality. The thesis does empirical research on students' quality based on the theoretical study by which we confirmed the indicator system and model of evaluating the undergraduates' comprehensive quality. Through principal component analysis for the 42 indicators in empirical research, we validate the reasonableness of the indicator system, find out that the classification through principal component analysis is almost exactly the same as the theoretical indicator system. Subsequently, the thesis appraises the quality of the overall and different attribute undergraduates by single specific indicator, elements and comprehensive evaluation, meanwhile ,the appraisement is carried out by self-assessment and by teacher assessment respectively. The comprehensive evaluation is conducted by structural equation model. Finally, we verify the adaptability and validity of the model by evaluating the undergraduates' comprehensive quality of Central South University, South China Normal University, Xiangtan University, Guilin Institute of Technology, representing respectively "985" university, "211 "university, provincial key university and general university.Main conclusions of the thesis are: (1) The undergraduates' comprehensive quality of common university just ranks the middle level. In terms of the specific indicators and elements, we found they have a very good performance in the quality of physical and mental health, but not only the students, teachers but also the universities don't generally realize the importance of learning ability and human cultivation, which make the students perform bad in learning ability ,human cultivation or innovation ability. (2) The quality of different gender was not significantly different. The undergraduate students from different subjects have significant difference in comprehensive quality, science undergraduate students' scores are remarkably higher than those of the arts undergraduate students; The scores of different grades has remarkable regularity. The score declines from Grade one to Grade there, however, the scores of Grade four presents a declining trend. (3) From the case studies, we discover that despite single indicator, elements and comprehensive evaluation, scores of Guilin Institute of Technology , Xiangtan University, South China Normal University and Central South University are almost increased. At the same time, the scores among these universities are significantly different. From this we can infer that there is significant difference in the comprehensive quality of the undergraduates among these four universities, which has the positive relation with the strength of the universities. Therefore we believe the model has good adaptability in evaluation too.For to the problems of the common university undergraduates' comprehensive quality identified in the empirical research, the thesis presents some strategic suggestions to improve the comprehensive quality of the undergraduates by five main ways .We hope such suggestions can have a positive effect in improving higher education teaching quality in the new period.