Problems And Improvement Strategies Of Students’ Teaching Evaluation Behavior In Applied Universities

"Student evaluation",also known as "student evaluation",refers to students’ evaluation of teachers’ teaching.The student teaching evaluation system was introduced in the 1980s and has been widely used in colleges and universities in China.Since then,it has become an indispensable regular system in college teaching management and plays an important role in supervising and guaranteeing the teaching quality of college teachers.The information age has put forward new requirements for the knowledge ability quality and knowledge ability of workers.It is the only way for higher education to adapt to the national policy and market demand to constantly establish and improve the training system of applied talents.Therefore,attaching importance to the teaching quality of application-oriented colleges and universities is bound to be the general trend of the development of higher education in the future,and student evaluation of teaching,as the system with the most extensive participants in education evaluation,is one of the important ways to urge the improvement of teaching quality.Based on the CIPP teaching evaluation theory,planned behavior theory and participation management theory,this paper comprehensively uses the method of policy text analysis and questionnaire survey to investigate the students in J University,focusing on the problems encountered by the students in the CIPP teaching evaluation.Through questionnaire survey,students’ understanding,emotion,motivation,ability and quality,effectiveness and participation in teaching evaluation are investigated.It is found that there are the following problems in teaching evaluation behavior of students in J university: First,they have a shallow understanding of teaching evaluation;second,they lack behavioral identification with teaching evaluation;third,they lack rationality in participating in teaching evaluation;fourth,they participate in teaching evaluation with self-interested purposes;fifth,they have limited effect on students’ ability development;sixth,students do not participate in the whole process of teaching evaluation.In-depth analysis of the reasons can be summarized as the lack of evaluation and training,the lack of evaluation and teaching concept,the index design does not meet the application-oriented goal,the imperfect form of evaluation and teaching organization and the inadequate application of evaluation and teaching results.Based on this,the following three suggestions are put forward: first,we should strengthen the construction of evaluation concept and cultivate students’ application-oriented consciousness;The second innovation evaluation teaching work,help to achieve the goal of application-oriented training;Thirdly,strengthen the organization and management of teaching evaluation to promote students’ scientific evaluation of teaching.