Research On The Status Quo And Strategy Of Academic Master’s Students’ Participation In Course Evaluation

Educational evaluation is related to the direction of educational development,and what kind of evaluation baton there is,what kind of school-running orientation.Strengthening the participation of multiple subjects in the evaluation of graduate courses is an important part of deepening the reform of graduate education.Academic master’s students are stakeholders of the course,and their participation in evaluation is an important guarantee for improving the quality of postgraduate courses,and it is also an important starting point for improving the quality of academic postgraduate training.Guided by stakeholder theory and developmental curriculum evaluation concept,this study takes academic master’s students from universities in Shaanxi Province as the research object,and uses literature analysis method,questionnaire survey method,statistical analysis method and other methods to conduct in-depth research on the participation of academic master’s students in course evaluation.On the one hand,this paper analyzes the value implications and basic requirements of academic postgraduate participation in course evaluation from the academic level.On the other hand,19 graduate students of provincial universities with academic master’s degree authorization points in Shaanxi Province were investigated on the issues of subject status,core content of participation,main methods of participation,feedback of participation results and institutional guarantee mechanism when participating in the evaluation,and multi-dimensional analysis of relevant data was carried out using statistical analysis methods.This study finds that when academic master’s students in provincial universities in Shaanxi Province participate in course evaluation,there are problems such as students’ lack of awareness and ability to actively participate,the way students participate in evaluation is too simplistic,teachers do not highlight the main position of students in teaching,there is a lag in the feedback of institutional evaluation results,and the guarantee mechanism of institutions needs to be further improved.The reason is that,on the one hand,colleges and universities are limited by traditional concepts,the status of students as the main body has not been highlighted,the guarantee system and mechanism are not perfect,the initiative of student participation is not strong,there is a lack of good evaluation atmosphere,and the enthusiasm of students to participate is not high;On the other hand,teachers failed to highlight students’ status in the evaluation process,and the evaluation results failed to pay attention to students’ opinions.At the same time,students’ habitual thinking is solidified,resulting in insufficient participation validity,weakening of autonomous organization functions,and lack of depth of participation.Based on the above research,give full play to the main role of academic master’s students in course evaluation,improve their enthusiasm and initiative to participate in course evaluation,and institutions should establish the concept of "student-oriented" and strengthen students’ awareness of participation;Establish a student participation evaluation mechanism to promote students’ all-round development;Create a good external evaluation environment and guide students to actively participate.At the teacher level,it is necessary to objectively understand the role of student evaluation and enhance students’ active participation;Proactively use evaluation results to continuously improve the quality of classroom teaching.At the student level,it is necessary to enhance the identification of self-identity and improve the validity of student participation in evaluation;Improve the comprehensive ability to participate in evaluation,and promote the depth of students’ participation in evaluation.