Beijing University Of Chinese Medicine Student The Influence Factor Of Empirical Research

Along with the implementation of enrollment expansion policy tor higher education, the higher education began to shift from elite education to popular education. While the educational scale rapidly expand, it directly cause a series of issues, such as the decline of students source quality, lack of faculty, increasing employment pressure and so on, which impact on the teaching quality in colleges and universities. How to guarantee the quality of teaching became the focus of social attention.Teaching quality assessments are the effective means of improving the teaching quality. As an important part of teaching management in colleges and universities, it has been accepted generally by the universities that the teaching quality assessments showed positive effect on teaching quality assurance. As a main part of teaching, the students participate entire progress of classroom activities of teachers; they have the unique right to speak the teaching quality. Many domestic colleges and universities have already incorporated the students’ evaluation of teaching into the teaching quality monitoring system, and it has become the import rules and regulations of teaching quality guarantee system in colleges and universities. However, because of the cognitive characteristics, level of knowledge of the students, the teachers’characteristics, the results of the students teaching evaluation will appear deviations, which will affect the reliability and validity of student teaching evaluation.This study aims at improving the work of students teaching assessment and seeking the actual reference value and significance to the work through an empirical analysis of the original data; filter out background factors that influence students evaluation of teaching from the factors of students, teachers; analyze the impact factors and causes, and on how to improve the students’ evaluation of teaching work, reduce the impact of these factors on the result of evaluation approaches and put forward relative counter measures.This study analyzed the influence factors of class teaching students’ evaluation of Beijing Chinese Medicine University by using the method of literature research, data mining techniques questionnaire survey, statistical analysis and so on. Through the research, we found the background factors that influence students’teaching evaluation include:speciality, students’faculty, department of the class, courses for faculty, teachers’faculty, credit, class classification, school years and terms, teachers’position, enrollment year and gender of the students etc. In students cognitive attitude aspects, our university’s students show highly cooperation to participate the teaching assessment activities, and can seriously evaluate; our students recognized highly on their evaluation capacity and the way of teaching assessment. It shows the evaluation is rarely induced by teachers, and the network evaluation is most convenient and most suitable way of evaluation; the students recognized degrees for existing of evaluation indicators of rationality is low; the recognized degrees for teaching assessment results that reflect teaching level is low.Based on the findings of this study, we made recommendations for the students’ evaluation of teaching work in the future. Our university should focus on the student’s attitudes, and actively guide students participation in evaluation of teaching; perfect the indicator system, conduct diversified students teaching evaluation; take relevant factors into account, properly handle the result of teaching evaluation and enhance the effectiveness of student teaching evaluation, to ensure the impartiality of the teacher evaluation, bring the real functions of students’ teaching evaluation into play.