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       School positioning involves all aspects of school work，Has a leadership and guidance role in the school’s education and teaching work。"School positioning" is a second-level indicator among the first-level indicator "school running ideas and leadership role"，The qualifying criterion is “the school has a clear positioning，Clear development goals，Able to proactively serve the economic and social development of the region (industry)，Scientific and reasonable planning，In line with the actual needs of school development; focus on cultivating school characteristics”。This indicator belongs to the school’s top-level design，It is fundamental、Directional problem，Should be the first indicator to pay attention to in the evaluation，And make an accurate evaluation。But the description of the qualification criteria for school positioning is qualitative，Rich connotations，Broad coverage，It is difficult to grasp and judge in evaluation practice。At the same time，The evaluation of "school positioning" indicators requires comprehensive analysis and judgment based on social needs and school conditions，Closely related to other indicators，Further increasing the difficulty of accurate evaluation。Evaluation of this indicator，Need macro overall grasp and meso and micro confirmation，Don’t get too hung up on the details。The following is the key content of the “school positioning” assessment、Based on、Analysis of methods and other factors，Combined cases，Talk about ideas and methods for evaluating this indicator。
       (1) Grasp the connotation of indicators，Be prepared before entering school，Improve the relevance of assessment
       "School positioning" should generally include overall goal positioning、School type positioning、Hierarchical positioning、Talent training target positioning、Service orientation and other basic content。Experts can only understand and grasp the connotation of school positioning，In order to improve the pertinence、Accuracy。Otherwise it will be difficult to start evaluation activities，The following is an analysis through the self-evaluation materials of the two participating schools。
        Positioning of School A。School type orientation: work-oriented、Teaching Type、Regional applied undergraduate university。School level positioning: undergraduate education as the main body，Appropriate development of postgraduate education，Coordinate the development of other types of education。Discipline development orientation: vigorously develop applied disciplines，Key construction and xx regional pillar industries、Disciplines closely related to high-tech industries，Strive to become work-oriented，Integration of industry and management，Industrial and cultural penetration，Discipline layout for the coordinated development of multiple disciplines such as engineering, management, liberal arts, economics, and law。Talent training goal positioning: cultivate dedication and truth-seeking、Honest and trustworthy、Hardworking、Be brave in innovation、Applied senior professionals for the grassroots and front-line。Service direction positioning: based on xx，For the whole country，Close to the industry，Serve the society。Development goal positioning: by 2020，Strive to build our school into the first-class among similar institutions in the province、Domestic well-known、Work-oriented、A distinctive application-oriented undergraduate university。    
       Positioning of School B。The basic positioning of the school: to build a multi-disciplinary application-oriented undergraduate college closely linked to local economic construction and social development。The “Eleventh Five-Year Plan” development plan was formulated based on social needs and the actual situation of the school，And actively organize and implement it，Basically achieved the planning goals。around xx、xx cultivates school-running characteristics，Initial results。The school’s development goal is: based on the local area，For the whole province，Radiation Periphery，Turn our school into a school based on liberal arts and science，Literature、Science、Engineering、Pedagogy、Management、Coordinated development of agriculture and other disciplines，Rongxx、xx as one，The professional structure is relatively reasonable，Have certain disciplinary advantages and distinctive characteristics，Have higher education quality and school running efficiency，A multi-disciplinary applied undergraduate college closely linked to local economic construction and social development。    
       The school positioning pages of the two schools are almost the same，But the effect difference is obvious。School A has a clear school positioning，Clear development goals，Concrete the school positioning indicators based on the actual situation of the school，Easy to assign and examine。The positioning and development goals of school B are vague，Basically a restatement of the indicator qualification criteria，Insufficient integration with the school，Difficult to assign points、Inconvenience for inspection。    
       The expert group evaluates the "school positioning" indicator，Need to carefully grasp the connotation of school positioning indicators，Determine the ideas for evaluation。Re-read the school self-evaluation report and status data analysis report，The demand for the area (industry) served by the school、Analyze the school’s own operating conditions and the development of other similar institutions，The overall goal positioning of the school one by one、School type positioning、Hierarchical positioning、Talent training target positioning、Service-oriented matching，Extract the issues or doubtful aspects that you think are outstanding。This way you will be better prepared before entering school，Conducive to school inspections，Read targeted materials，For key issues、In-depth investigation of doubtful issues，Thus improving the pertinence of the assessment、Accuracy and efficiency，True realization of "comprehensive evaluation、Key inspection”。    
       (2) Comprehensive inspection，It is necessary to examine the scientific nature of the content，More attention should be paid to implementation and execution effects
       In the evaluation of "school positioning", we must pay attention to the scientific nature of its content，We must also pay attention to the implementation and guarantee of the participating schools in the practical process，Judge whether the philosophy and practice of participating schools are consistent，Unity of process and goal。About the scientific nature of the content of "school positioning"，Mainly includes the following three aspects:    
       1. Basis for establishing school positioning: answer the questions of what kind of university to build and how to build it。(1) National guidelines and policies on the development of higher education; (2) The current development status of domestic higher education institutions of the same type; (3) The history of the school itself、Current situation、School potential，School Characteristics、Advantages，Reflecting the inheritance and development of history; (4) Relevant needs of the area where the school is located。    
       2. The way to establish the school’s positioning: it cannot be based on subjective assumptions and decisions made by the leader’s slap on the forehead。(1) Based on research by relevant departments and research institutions of the school，Proposed and implemented through deduction; (2) Extensively solicit school administration、Based on the opinions of teachers and students，In summary。School Administration、Teachers and students participate in the formulation，Brainstorming，Effective participation、Effective participation，Guaranteed implementation。
       3. Characteristics of a good school positioning: clarity、Practical、Personality、motivating，Reflecting stability and change、Taking into account both contemporary and regional characteristics。Analysis of these three aspects，Can be based on the self-evaluation report、School planning and other materials，You can also contact the school leaders、In-depth interviews with middle-level cadres and teachers，Carry out argumentation and confirmation。As mentioned above, the area where School A is located is a new economic development zone of the country，Vigorously develop industry，The school is composed of buildings、A new undergraduate college formed by the merger of mechanical and electrical colleges，There are few engineering colleges in the region，The school has gone through several school-wide discussions，Confirmed the above school positioning。Although evaluation experts found that there are some problems in the teaching process of School A during their inspection of the school，But I think the school’s positioning is more accurate。For example, a new undergraduate school located in a prefecture-level city，Multiple specialties、Merging technical secondary schools，Mainly relying on the teachers and professional foundation before the merger to organize undergraduate majors，Mostly belong to the arts and sciences category，Severely out of touch with local industrial needs，This shows that after the school upgraded to undergraduate degree，Educational ideas and concepts have not completely changed accordingly，Not enough reform，There are still unscientific aspects in the basis and establishment method of school positioning。The description of school B’s positioning above is rather vague，This is also a sign of unscientific positioning。
       Evaluation of the implementation of “School Positioning”，We should mainly pay attention to the following aspects:
       1. Does the school carry out publicity activities，Promote "school positioning"。Make “school positioning” deeply rooted in people’s hearts，The whole school can use this as a work idea。
       2. Whether there is a good external environment for practicing "school positioning"。Get the place、Society、Government、Enterprise support。
       3. Are you doing your daily work、Focus on implementation work in management activities。Regulations within it、Is the policy consistent?，Is there any conflict with the "school positioning"。In this way, the evaluation activities can be reflected in the "macro、Mesocosm、Microscopically consistent，Unity。
       such as school A，During the expert inspection period，Visit the school、College (Department)、Professional personnel，Discuss the process of understanding and determining school positioning，The information obtained from people at different levels is basically the same，By consulting information，The document system of different management levels can reflect the spirit of the school’s positioning，Indicates that school A’s school positioning is well implemented。And a participating school，Experts are inspecting the school，Through in-depth interview，Feeling that the school is positioned among school leaders、No consensus among middle management and teachers，By checking school、College (Department)、Professional information，It feels like there is no consistency from top to bottom，Lack of support for positioning，Indicates that the positioning of participating schools has not been well implemented。
       The accuracy of “school positioning” also needs to be examined in terms of implementation effects。Can be judged based on the results of other indicators，Especially the "teaching effect" indicator。such as school A，Verified by experts visiting the school，Undergraduate students’ one-time signing rate and first-time employment rate both exceed 80% and 96%，Ranked among the top universities in the province，Most of the jobs are at the grassroots level in the area，Graduate employment positions are highly relevant to the majors studied，Strong job adaptability，Experts conduct random inspections and visit employers，The employer’s evaluation of the school’s students is basically consistent with the talent m88 best betting websitetraining m88 online bettinggoals，The results of school A further prove the accuracy of the school’s positioning。For example, a participating school emphasizes serving local areas，But the proportion of local students is only about 19%，The proportion of graduates employed locally is about 17%，At least in terms of service, it is difficult to support the school’s positioning。actually，School positioning is top-level design，After drawing conclusions from the investigation of other indicators，Compare with "school positioning"，See whether it supports and confirms the school’s positioning，The evaluation of the accuracy of the school’s positioning is basically clear。Some schools have a clear orientation，But they are inconsistent in implementing the school’s positioning，If the school determines the goal of cultivating applied talents，Then all work in the school must be based on this，Positioning application-oriented education as the guiding ideology、Teaching staff construction、Teaching infrastructure、Professional construction、Talent training plan、Curriculum system、Implement and implement the construction of practical teaching system and quality assurance system。

       2. Evaluation of “Industry-university-research cooperative education”
       "Industry-university-research cooperative education" is an observation point in the second-level indicator "Talent Training Model" under the first-level indicator "School Running Ideas and Leadership Role"，The qualifying standard is “actively carry out industry-university-research cooperation education，Collaborate with enterprises (institutions) or industries to organize professional events、Co-construction of teaching resources、Cooperation to cultivate talents、Good results have been achieved in cooperative employment and other aspects”。Industry-university-research cooperation education is an important way to cultivate applied talents，This is also the current difficulty faced in cultivating applied talents and the direction of efforts，Experts can start from "Cooperative Education、Cooperative education、Cooperative employment、Inspections on cooperation and development” and other aspects。
      Currently，Most schools have industry-university-research cooperative education to varying degrees，Some schools are doing very well，But there are also some schools that mainly stay at the general land assessment agreement、Listing、Visit and Inspection、Simple internship, etc.，Failure to incorporate industry-university-research cooperative education into the talent training model，School implementation is not enough，Insufficient corporate participation。But in the materials and inspection，Participating schools will provide a comprehensive explanation of industry-university-research cooperative education，Trying to prove that the school is doing better。Key points and difficulties in the evaluation of "industry-university-research cooperative education" observation points: whether to incorporate industry-university-research cooperative education into the talent training model，Whether participating schools have truly cooperated with enterprises (institutions)，Differences from previous general inspection internships，Is the cooperation plan feasible，Is the effect obvious。
      such as school A，Attach great importance to industry-university-research cooperative education，Regard it as an important way to cultivate applied talents: "First, establish a professional teaching steering committee for industry-university-research cooperation，Jointly study talent training plans with corporate experts、Discussing curriculum and syllabus preparation。The second is to establish an industry-university-research cooperation alliance with local governments and enterprises，For example, 4 local government departments including xx and 249 enterprises and institutions、Scientific research institute signs industry-university-research cooperation agreement，Formed a long-term and stable industry-university-research cooperation relationship。The third is to hire enterprise experts to teach，For example, chief engineer of xx company、24 well-known entrepreneurs in the province, including the general manager of xx company, serve as visiting professors at the school。The fourth is to cooperate with internationally renowned companies to establish laboratories。For example, xx company invested 21.6 million yuan worth of advanced equipment to build the "xx Automation Integrated System Laboratory" with the school，Collection of corporate philosophy、Technology R&D、Product Development、Teacher training and student training integrated。The fifth is to cooperate with enterprises to run schools”。The school has incorporated industry-university-research cooperation education into the talent training model，Throughout the entire talent training process，Specific measures，Strong operability。Experts visit the school for field inspection，Go to relevant colleges (departments) and majors to check information，Interview，Spot inspection of some enterprises，The above is basically true，Discovered at the same time，Students are often employed in cooperative enterprises (institutions)，The school has many scientific research cooperations with these cooperative units，Evaluation experts believe that schools cooperate closely with enterprises (institutions)，The school’s ideas and plans for industry-university-research cooperative education have been implemented，Established a good cooperation mechanism，Realized "co-construction of teaching resources、Cooperation to cultivate talents、The goal of cooperative employment”，produced good results。The reason why，The key is that School A is positioned accurately，The school can better connect with regional enterprises (institutions)，Laid a good foundation for industry-university-research cooperative education，If there is no such basis，Even though the school attaches great importance to industry-university-research cooperative education，It is also difficult to develop。
      Although some participating schools have fully stated in their materials that they attach great importance to industry-university-research cooperative education，And meet the evaluation index qualification standards，But in fact there is a big gap。For example, a participating school self-evaluated: “Industry-university-research cooperative education has a plan，The policy is guaranteed; actively carry out industry-university-research cooperative education，Initial results achieved”。First you can see，Self-evaluation content is empty，Not specific。Evaluation experts enter the school，Inspection to the college (department)，Discovered after interviewing teachers and students，First，The school’s professional settings are poorly aligned with local social and economic development needs，It is difficult to find suitable enterprises (public institutions) nearby that meet the needs of industry-university-research cooperative education; secondly，Not from the source (school positioning、Professional settings、Talent training plan, etc.) to carry out industry-university-research cooperative education，Instead, I will go to a company for internship near graduation，For example, some fourth-year professional students spend some time working in companies as internships，Enterprise participation is not deep，If it is limited to general “job internship”，You also need to pay attention to the difference with higher vocational education; thirdly，Internships in some majors，"Sheep state" appears。Therefore，There may be a big gap between the material content and the actual situation，The school’s industry-university-research cooperative education is difficult to meet the requirements of the evaluation standards。This also shows，The school’s positioning may be inaccurate，The talent training model needs to be improved，The goal of cultivating applied talents is difficult to implement。

       3. Evaluation of “Practical Teaching”
      "Practical teaching" is a second-level indicator in the first-level indicator "Major and Curriculum Construction"，Is an important way to cultivate applied talents。“Practical teaching” includes “experimental teaching、Internship training、Social Practice、Graduation Thesis (Design) and Comprehensive Training” Four Observation Points。Among them, the requirements for "experimental teaching": "The experiment opening rate reaches 90% of the syllabus requirements; there is a certain amount of comprehensiveness、Designed experiment，There is an open laboratory; the experimental instructor structure is reasonable，The experimental teaching effect is better”。Requirements for "internship training": "Be able to work closely with enterprises and institutions to carry out internship training; time and funds are guaranteed; guidance is in place，Assessment Science，The effect is better”。"Graduation Thesis (Design) and Comprehensive Training" requirements: "Topic selection should be closely combined with production and social reality，Difficulty、Appropriate workload，Reflects professional comprehensive training requirements; more than 50% of graduation thesis (design) are in experiments、Internship、Complete in social practice such as engineering practice and social survey; appropriate ratio of teachers to students，Guidelines，Thesis (design) quality is qualified”。The difficulty in evaluating the “Practical Teaching” indicator is，Whether the school has established a practical teaching system，Is the school’s practical teaching system in line with the school’s positioning，Whether the practical teaching syllabus of each major meets the requirements of professional talent training objectives，Verification of the implementation of practical teaching，Testing the effectiveness of practical teaching，In addition, there are differences in the practical teaching forms and requirements of different majors，During the inspection，Increased the difficulty of evaluation。
      such as school A，According to the school’s work-oriented positioning，The measures taken in practical teaching include:
      (1) Build a practical teaching innovation system。Transform practical teaching into theoretical teaching、Traditional thinking to verify theoretical content，Emphasis on the important position and role of experimental teaching in the cultivation of applied talents，Built “One Platform、Second Consciousness、Three levels、Four stages、Practical teaching innovation system of "Five Openings"。One Platform—Social Practice、A large platform for engineering practice and innovation practice; the second level of awareness - innovation and entrepreneurship awareness and engineering awareness; the third level - establishing engineering concepts，Enhance engineering awareness，Strengthen the level of skill training; emphasize the application of professional theory，Train hands-on skills，Cultivate the level of innovation consciousness; learn the whole process of project development，Training the comprehensive application ability of subject theory，Cultivation of innovative practical ability levels; four stages - establishing engineering concept stage，Training practical ability stage，Stage of cultivating engineering innovation capabilities，Comprehensive practice stage。Five openings - teaching opening、Topic selection is open、Team formation open、Open time、Open to the outside world。Establish innovation reward credits，Encourage students to participate in scientific research、Production practice and various competitions。
      (2) Standardize experimental teaching management。For courses containing experiments，Requires the formulation of experimental syllabus and teaching requirements; minimize verification experimental projects，Establish as many comprehensive experimental projects with strong application as possible，Add design experiments，The acceptance rate of experimental projects is 96.2%。Adopt open management and "group circulation" approach，Improve equipment utilization。
     (3) Strengthen the construction of experimental teachers。Focus on improving the treatment of experimental teachers，Ensure experimental teachers are receiving further training、Teacher Qualification Certification、Professional title under review，Enjoy the same treatment and rights as theoretical teachers; encourage high-level teachers and new Ph.D.s、Master’s degree undertakes practical teaching tasks，Responsible for laboratory construction; introducing and recruiting outstanding technical backbones from enterprises to teach in the laboratory，Responsible for experimental development and experimental teaching organization; organizing experimental teaching reform project，Encourage teachers to develop experimental projects、m88 live casino and sports bettingDevelopment of m88 online bettinginstruments and equipment and innovation in experimental teaching。Recruit senior engineering and technical personnel from enterprises and institutions、Senior managers serve as part-time professors or visiting professors，Participate in laboratory construction guidance、Graduation Project Guidance”。
      can be seen，The school has its own practical teaching ideas，Built a practical teaching system，has its own characteristics，Clear thinking，Specific measures，Easy for inspection。After the evaluation expert visited the school，Generally affirmed the practical teaching of School A。Of course，also pointed out deficiencies: such as outdated equipment in some basic laboratories; discovered during the inspection of students’ physics experiments，Students’ experimental skills meet the requirements，However, there are irregularities; the experiment rate of individual professional teachers is not enough; the graduation thesis (design) is not in line with the professional training goals，Teacher brings papers (design) on whatever he studies during his master’s and doctoral studies, etc.。
      Another participating school，Summary on practical teaching in the school’s self-evaluation report: “The number of practical teaching instructors basically meets the needs，Guidance and specifications in place，Better effect。
     (1) The experiment delivery rate reaches more than 96% of the syllabus requirements，52% of experimental courses are comprehensive、Designed experiment。More than 52% of laboratories are open laboratories。The structure of experimental instructors is basically reasonable，Experimental teaching effect is better。
     (2) Internship training and industry-university-research cooperation。Work closely with enterprises and institutions to carry out internship training，The cooperation established a relatively stable internship training base; reasonable arrangements for internship training，Time、Funding guaranteed。Internship guidance inside and outside the school is in place，Strict assessment，Better effect。
     (3) Graduation Thesis (Design) and Comprehensive Training。Strengthen topic selection management，Appropriate difficulty and workload，Fully embody the requirements of professional comprehensive training。The instructor guides the students in an appropriate ratio，Guidelines。Strict defense and performance evaluation，The overall quality meets the training target requirements”。
      The school has given a series of data to explain the above three aspects，Response evaluation criteria similar to filling in the blanks。This description is basically a replica of the "evaluation criteria" of the "practical teaching" indicator。It can be seen from this，The gap between this school and school A in practical teaching。First，The school lacks ideas about practical teaching，There is no overall school practical teaching system。Experts visited the school and found out，Some professional laboratories have better area and equipment，However, most laboratories have a serious shortage of experimental equipment，Many old equipment，The experimental conditions are generally difficult to meet the needs of experimental teaching; experimental teachers feel that their status is low; there is a lack of substantive cooperation between industry, academia and research; most professional graduation thesis (design) are too theoretical，Individual majors reach 70%，Not closely integrated with the regional social economy，The workload of some professional graduation thesis is too small，Equivalent to the workload of one course design。Therefore，Only based on the school teaching status database analysis report, self-evaluation report and other materials，It is difficult to evaluate whether a school’s practical teaching meets the requirements。Before entering school，Should be combined with school conditions and materials，Ask a question，Visiting the school with questions。After entering school，Mainly understand the school system and its implementation from a macro perspective，From school to college (department)、Professional，From on-campus to off-campus，View information、In-depth interview、On-site inspection，Verify understanding。
      Practical teaching includes systematic in-class teaching、Comprehensive practical course，Self-service open experiment after class、A training system that combines professional quality development training and off-campus internships throughout the entire learning process。So，Experts during on-site inspection，Some characteristics that can be targeted at new undergraduate colleges，Focus on the following issues: 1. Whether the school’s laboratory construction can meet the needs of experimental teaching。What needs to be emphasized here is not that the more sets of laboratory instruments, the better，The more large m88 online bettinginstruments and equipment, the better，It depends on whether the equipment can play a role in teaching。2. Is the teaching organization arrangement of the experimental class reasonable，Are students fully prepared before using it，Be able to follow experimental principles，Write an experimental plan，Complete the experiment independently。3. Is the allocation of experimental teachers reasonable。(The problem of unreasonable ratio of teachers to laboratory teachers is a common problem in colleges and universities in my country。) 4. Is the number of internship bases sufficient，Is the internship guidance in place，Whether students can do internship。5. Are there quality standards for practical teaching links? Is the quality monitoring of practical teaching in place?。6. Is there an open laboratory system? Whether second classes related to majors are generally carried out, etc.。
      After understanding the overall situation of the practical teaching system of participating schools，It is also necessary to inspect the practical teaching of different colleges (departments) and majors，The first is to see whether the school’s ideas and plans on practical teaching have been implemented; the second is to see whether the practical teaching syllabus of individual majors meets the goals of professional talent training; the third is to see the practical conditions (hardware、Teachers、Textbooks, etc.)、Practical process、Practical effects, etc.; the fourth is to look at the overall situation of practical teaching in different colleges (departments) and majors。Evaluation on “Experimental Teaching”，No more repetition here，Evaluation experts are generally more experienced。Comments on “Internship Training”，Evaluation experts are also familiar with it，The key is to inspect the implementation and the effectiveness of practical training。Analysis of Graduation Project (Thesis)，Need to handle the relationship between points and noodles，Due to short time，You can use a combination of extensive browsing and a small amount of careful reading，Extract a certain number of graduation thesis (design) from majors in different schools (departments)。"Browse" mainly looks at，The first is topic selection，Whether it meets the training goals of this major，Nature of the topic、weight、Whether the difficulty meets the requirements of comprehensive training; second, it depends on the implementation of the school’s management system for graduation projects (theses); third, it depends on the teacher’s guidance process。"Careful reading" mainly depends on the standardization of the graduation thesis (design)、Level、Students’ mastery and application ability of basic theories and basic skills, etc.。During actual inspection，It was found that the following problems are common among participating schools:: For example, the topic selection is large and empty，Not for production、Carry out research on problems that arise in daily life practice; the guidance for graduation thesis is not in place，Too many guides，Thesis title、Irregular guidance process and review, etc.。
      In the process of evaluation，It’s worth noting，Many universities are currently strengthening education and teaching reforms，Innovative talent training model，Teaching theory、The organic integration of practical teaching and quality education，Comprehensive course integration，It is not that the practical teaching content is completely independent of theoretical teaching and quality education，We need different methods from traditional methods in terms of practical teaching hours and statistics of practical teaching teachers，Specific analysis of specific issues may be required，It is not advisable to judge with too traditional or personal or school concepts and practices，Careful investigation and in-depth interviews are necessary，It should mainly depend on whether the school’s practical teaching is in line with the school’s education positioning，Whether it is conducive to the cultivation of applied talents，Whether it meets social needs。

       4. Evaluation of “Teaching Quality”
       The first-level indicator "teaching quality" includes "moral education、Professional knowledge and abilities、Sports Aesthetic Education、Evaluation inside and outside the school、Five secondary indicators of employment。The qualification assessment of undergraduate teaching work adheres to the principle of "promoting construction through evaluation、Promote changes through comments、Promote management through evaluation、Combined evaluation and construction、The guiding ideology of “focusing on construction”，To improve quality as the core，Promote the construction of the school’s internal quality assurance system。“Improving quality” is the fundamental pursuit of evaluation，It is also the fundamental pursuit of the school。
      Teaching quality is the test of the school’s talent training effect，It is also a confirmation of the implementation effects of all the previous evaluation indicators，Obviously，“Teaching quality” is a very important indicator，But it is also the most difficult indicator to evaluate，What is particularly difficult is to judge the differences between different schools。Quality monitoring is the main means to ensure teaching effectiveness，Experts should focus on the construction of school teaching quality monitoring system and the formulation of quality standards。Schools should establish a quality concept corresponding to applied talents，Establish corresponding quality standards。Main difficulties in evaluation，First, there are many qualitative standards，More abstract，Inspection is relatively difficult; second, the amount of information that needs to be collected is large，Short evaluation time，Time is tight; third, most of the inspection objects are stakeholders，Non-authentic information needs to be eliminated; fourth, different perspectives have different perspectives，Not easy to unify。Also，Pay special attention to the way some participating schools write this part of the material as “ideas + practices + highlights”，where，“Concept” Reference Assessment “Qualification Criteria” Content，The "practice" stays in the material，Not implemented or fully implemented，“Highlights” represent only a very small number of students，Not available to all students，Existence is partial and general、The phenomenon of using points to bring out areas。The following will discuss the difficulties in evaluating the five secondary indicators in teaching quality。
     (1) Comments on “Moral Education”
      There are two observation points in the secondary indicator "moral education": "ideological and political education and ideological and moral character"，The qualifying standard is “school innovative ideological and political education form，Enrich the content of ideological and political education，Ideological and political education work is highly targeted and effective，Students are quite satisfied，Higher rating。Students show good ideological and political qualities，Exhibit a sense of social responsibility and citizenship in serving the country and serving the people，Having solidarity and mutual assistance、Honest and trustworthy、Abide by laws and regulations、The good quality of hard work，Students can actively participate in volunteer services and other public welfare activities。”These two indicators are very important，But it is difficult to make a comprehensive judgment，Because most participating schools write almost the same content，But the actual m88 live casino and sports bettingsituation will m88 online bettingalways be different。
      The difficulty of evaluating this indicator，First, understand the implementation of the unified requirements for “Ideological and Political Education”，Evaluate the differences in levels; the second is to understand the school’s own university culture construction and its role in ideological and political education，Evaluate school characteristics。Part of the unified requirements，Schools should combine their own actual conditions，Strengthen education and teaching reform，Improve teaching level and teaching effect。Introduced “students are relatively satisfied” into the indicator，Higher evaluation" reflects the idea of ​​focusing on practical results。New undergraduate college，Pay attention to the construction of university culture，Form your own cultural characteristics，Assessment should be conducted appropriately。Promote the establishment of an ideological and political education system for all students with the school’s own characteristics，Play an important role in students’ comprehensive quality education。
      Ru C School Self-evaluation: Conscientiously implement the spirit of the "Opinions of the Central Committee of the Communist Party of China and the State Council on Further Strengthening and Improving the Ideological and Political Education of College Students" (Document No. 16)，Building a combination of in-class and extra-curricular activities、Connecting the main position with multiple channels、Ideological and political education system for college students that cooperates with full-time teachers and academic workers。Insist on taking ideological and political theory courses as the main classroom of ideological and political education for college students、Main channel，Guide and help college students establish a correct worldview、View of life、Values; developed patriotism、Civilization Development、Safety Alert、Honest and trustworthy、Mental Health、Educational activities for college students such as inspiring talents。Through effective ideological and political work，Improving the pertinence and effectiveness of ideological and political education，A number of advanced models have emerged。If you get a country、Provincial xx Award。Actively carry out social practice activities and community services、Volunteer activities such as environmental protection，The school won the xx award。The school holds an annual meeting on students’ ideological and political work every year，Carry out research on ideological and political work of college students，Written 233 research papers，Published "xx (School Motto)" and other student work research works xx。
      D school self-evaluation: Adhere to "education first、Moral education first”，Conscientiously implement the spirit of the Central Committee’s “No. 16” Document，Established a complete working mechanism，Formation of teaching and educating people、Management and Education、Service and education、Comprehensive education pattern of cultural education。……，xx years，A total of xx students have joined the Communist Party of China，is a disaster area、Poor students donated more than xx million yuan，Received honorary titles such as "Free Blood Donation Promotion Award"。
The self-evaluations of School C and School D are basically similar，This is also normal，Because in ideological and political theory education，The central government has unified requirements，The forms of student social practice activities carried out by each school are basically the same。In the process of evaluation，First，To verify authenticity，Secondly，To understand the education and teaching reform situation and teaching effects，Again，Pay attention to whether it is open to all students。Pass these inspections，Evaluate the level of ideological and political education in schools。
      actually，The practices of School C and School D are quite different，Due to space limitations，Not all the “Ideological and Political” self-evaluation sections of the two schools were elicited。It can be seen from the self-evaluation of the two schools: School C focuses on building its own ideological and political education system，School D was not mentioned; students from School C obtained national level、There are obviously more provincial awards，These indicators are highly comparable，Indicates that the students of School C show a high ideological and moral level; School C mentioned the cultural construction and research work around the school motto，Indicates that the school attaches great importance to the construction of university culture。
      In the process of school inspection，Special attention should also be paid to the actual performance of students，Whether knowledge and action are united。Evaluation experts do not need to wear identification tags，When not accompanied by personnel from participating schools，On campus to class、Library、Canteen、dormitory、Laboratory、Office places, etc. for observation，You can also communicate with students in different ways，You can also listen to the evaluation of the employer。Through these activities，Can observe the overall mental outlook and ideological and moral performance of the school and students。You can also conduct in-depth interviews with students、Teacher，About school motto、Understanding of school culture construction such as school spirit，About understanding of current political or social phenomena，You can see the status of school culture construction，Students’ ability to apply the theories learned in ideological and political education courses to analyze problems。
      As a college student in our country，Both a Chinese citizen and a citizen of the world，As a Chinese citizen，Must conform to China’s national conditions，That is to support the leadership of the Communist Party of China，Adhere to the socialist system with Chinese characteristics，Inheriting and innovating Chinese culture。In today’s era of globalization，College students need to adapt to the reality of internationalization，Unify the two identities of Chinese citizens and global citizens。Colleges need to combine ideological and moral education with school culture construction、Integrate professional culture construction，Students need to correctly understand the social issues they face，Correctly handle your own psychological problems，Organically combined with quality education。Anyway，Ideological and political education in colleges and universities is very important，Must adapt to the requirements of the times，System construction，Put it into practice，And focus on cultivating the school’s own characteristics。
     (2) Evaluation on “Professional Knowledge and Ability”
      The secondary indicator "professional knowledge and ability" is a very important and critical indicator，Includes two observation points: "Basic professional theories and skills" and "Professional abilities"，Qualification criteria for "Basic Professional Theory and Skills": "Requirements to achieve training goals，Students have mastered the basic theories of the profession、Basic knowledge and basic skills”。Qualification criteria for "professional ability": "Have the ability to engage in work related to this major"。Comparing the "professional knowledge and ability" indicator with the previous formulation of "basic theory and basic skills"，There are obvious changes，The key is to add the "professional ability" observation point，This is consistent with guiding new undergraduate colleges to cultivate applied talents。In the "Evaluation Qualification Standards", the first-level indicator "Professional and Curriculum Construction" has already changed to "Professional Construction、Curriculum and Teaching、Practical Teaching” was evaluated，Therefore，The evaluation of the secondary indicator "Professional Knowledge and Ability" is based on passing the "Professional and Curriculum Construction" indicator，Analyze the effectiveness and quality of professional training in participating schools。Evaluation of this indicator，Most valuation experts are experienced，The main difficulty is，How to inspect，How to ensure that the evaluation conclusion is consistent with the overall situation of the participating schools，There will not be a big deviation。Because of time and other reasons，Not possible for every major、Every course、Each student is inspected one by one，Therefore，Need to pass partial inspection，Draw a statistically significant overall judgment。
      The common way to evaluate the observation point of "Basic Professional Theory and Skills" can be，Compare with professional talent training goals、Syllabus, etc.，Analyzing exam papers、Analysis Graduation Thesis (Design)，See whether it meets the specified requirements; country、Provincial or regional subject competition、Unified examination scores, etc. are also comparable，such as English test、Computer Level Examination、Mathematics Competition、Electronic competitions, etc.; you can also refer to evaluations inside and outside the school; attend classes、Inspection of experimental teaching、Communicate with students、You can also get some information by communicating with evaluation experts。Evaluation experts are familiar with these，Therefore，No further discussion。What needs special attention is，For different participating schools，Valuation experts can make the most of their experience，But you cannot use your own school’s standards to measure it。
      “Professional ability” is a newly added observation point，First，Participating schools are among the professional training goals，There should be a clear employment orientation for graduates，Full description of the knowledge required、Ability and quality requirements，otherwise，There is a lack of basis for determining professional training objectives and teaching syllabus。The key is how to judge whether graduates have the ability to engage in work related to this major? The first is to understand the basis for self-evaluation of participating schools，Participating schools generally say they have strong professional capabilities，It mainly depends on what basis is provided，Whether these evidences are sufficient; the second is to verify these evidences after entering the school; the third is to investigate at the employer，Listen to the employer’s evaluation。The evaluation of the "professional ability" observation point can be combined with the "employment" and "on and off-campus evaluation" indicators，If the "Employment" indicator evaluation is poor，It is very likely that there is a big problem with "professional ability"。
     (3) Comments on “Sports Aesthetic Education”
      The secondary indicator "Sports Aesthetic Education" is an important indicator to test the school's effectiveness in cultivating talents with comprehensive development of morality, intelligence, physical and aesthetics，Includes an observation point "Sports and Aesthetic Education"，The qualifying standard is "National College Student Physical Health Standards" with a passing rate of 85%，Students’ physical and mental health。Art education courses opened，Carried out a variety of cultural activities，Focus on cultivating students’ good aesthetic taste and humanistic qualities”。Perhaps most of the participating schools’ “sports and aesthetic education” indicators can meet the passing standards，However, different participating schools will inevitably have large differences or have different characteristics，The difficulty in evaluating this indicator is how to evaluate the gaps or characteristics of different schools。
      For example, a participating school’s self-evaluation: (1) Physical Education。The college conscientiously implements the "School Sports Work Regulations"，Vigorously strengthen the construction of teaching staff and sports venues，Further deepening the reform of physical education courses，Vigorously carry out mass sports activities，Comprehensively improve students’ physical quality and health level，The passing rate of students’ physical health test reaches 95%。Outstanding results in sports competition，……。(2)Aesthetic Education。Open public art education courses，In various professional talent training programs，Calligraphy set、Photography、Music Appreciation、Art Appreciation、Literary Appreciation、Dance and other art education courses m88 online bettingare available for students m88 slot machine casinoto take as electives，Hiring high-level teachers to teach，……，Provided students with better art theory education and artistic literacy。Carry out colorful mass art activities，Developed the "Implementation Plan for the Quality Development Plan of xx College College Students"，Incorporate students’ “culture, art, and physical and mental development” into the scope of college students’ quality development，Transform extracurricular literary and artistic activities from mere entertainment activities into artistic quality cultivation activities with clear goals。Invite xx experts to the school to give lectures and performances，Improving college students’ art appreciation ability。Student mass art activities are carried out in a variety of ways。Regularly organize science, technology, culture and art festivals and community cultural month activities, etc.，Artistic boutique societies such as the Public Relations Etiquette Association have emerged，Formed a New Year's Day cultural tour、Campus Singer Competition、National Song and Dance Party、Girls’ Day and many other school-level art event brands。The holding of these activities not only creates a strong campus art atmosphere，It also enriches students’ artistic life。Outstanding results in art competition，……。
      This can be seen from the school’s self-evaluation，The school attaches great importance to sports and aesthetic education，Meeted the qualification standard。The school has a relatively clear ideological concept of aesthetic education and a relatively complete aesthetic education system，Incorporate aesthetic education into professional training programs，Comprehensive improvement of students’ quality through aesthetic education，This is a higher level of aesthetic education than ordinary colleges and universities。But in terms of physical education，Similar to most colleges and universities。In fact, physical education improves students’ physical fitness、Psychological quality、Plays an important role in image and temperament，Develop sports skills and sportsmanship，Beneficial to students throughout their lives。So，Evaluation experts need to pay attention to the evaluation of the level and characteristics of physical education in different participating schools，Of course, we must also pay attention to the coordinated development of various educations in the school。
     (4) Comments on “Evaluation inside and outside the school”
       The secondary indicator "evaluation inside and outside the school" is an important basis for judging the quality of teaching，Examine the school’s talent training effects from different perspectives inside and outside the school，Includes two observation points: "teacher-student evaluation" and "social evaluation"。The qualifying standard for the "teacher-student evaluation" of the observation point is "students are relatively satisfied with the teaching work and teaching effects，The evaluation is good; teachers are relatively satisfied with the school's teaching work and students' learning conditions"; the qualification standard for the observation point "social evaluation" is "the school has a good reputation，The student registration rate is high; graduates have high recognition of school education and teaching work，Good evaluation; employers are highly satisfied with graduates”。
      In the self-evaluation materials of participating schools，Assessment experts can get some useful information，But the tendency of participating schools is obvious，The basis and methods of evaluation vary greatly，So it is difficult to reflect the true situation of the participating schools’ internal and external evaluations，Poor comparability between different schools。Therefore，The difficulty in evaluating the "internal and external evaluation" indicators lies in adopting a reasonable evaluation method，Improve its authenticity and comparability。
      For example, a participating school’s self-evaluation: (1) Internal evaluation。Teachers are quite satisfied with the school’s teaching work，The majority of teachers are quite satisfied with the teaching work of the college，By teaching management、Teaching order、Teaching Reform、Teaching quality, etc.，Conduct a questionnaire survey on all in-service teachers in the school on a department basis，The average satisfaction rate for these items is 93%--96%。Students have a good evaluation of the school’s teaching work，Nearly 3 years，The college conducts a teaching satisfaction survey among students，The average satisfaction rate is 97%。(2) Social evaluation。The quality of students is improving year by year，The first choice admission rate of our hospital in xx and xx was 74% respectively、88%，The registration rate of new students is 91%、93%。Employers are highly satisfied with graduates，The overall satisfaction of employers with our graduates is 100%，Satisfaction of each indicator is above 89.5%。Employers generally believe that the ideological quality of graduates from our college is good，Solid basic theory，Strong work ability，Good collaboration spirit。Many graduates have become the technical and management backbone of their units，And a large number of excellent models have emerged。All walks of life have good evaluations of the college’s education。In recent years，As the comprehensive strength of our hospital continues to increase，Social reputation continues to improve，The college is affected by the news media、Extensive attention and praise from all walks of life。In the "Chinese University Graduates xx Employment Report" released by Sohu Education Network and Michaels Company，The employability of graduates from our college ranks at the forefront of the employability rankings of graduates from xx colleges。
      If only one school is evaluated，You may think that the school’s internal and external evaluations are relatively high。If you evaluate more schools，A phenomenon may be discovered，The self-evaluation of most schools is similar，Only based on self-evaluation materials of participating schools，It is difficult to distinguish between the internal and external evaluations of different schools，This brings certain difficulties for evaluation experts to judge the "internal and external evaluation" indicators of participating schools。Mainly because，School self-evaluation tendency is obvious，Most of the survey participants are stakeholders。But it can be discovered，Different schools may provide certain differences in the evaluation materials，For example, the above participating schools did not provide admission scores，Another school provided enrollment scores: from 2007 to 2009, enrollment was higher than the provincial control line score，The liberal arts are 34、36、46 points，Science subjects are 40、42、47 points。This may mean，The admission score of the previous school was low。The admission score is relatively objective。Pay attention to the lack of ideological concepts in some schools，Not enough practice，There are too many empty words in self-evaluation。
      In the process of evaluation，Choose a good angle of evaluation，Design problems scientifically，Find key points for verification，In order to be able to evaluate more accurately。The key is "truth" and "comprehensive"，Some schools use a lot of space in their self-evaluation materials to list the school’s outstanding achievements、The part with excellent results，Over-displayed results can easily lead to experts’ preconceptions，Make a one-sided judgment。Therefore，Evaluation experts should not only examine the carefully prepared projects of the school，Also check the important items of normalization。Pay attention to the diversity of subjects in off-campus evaluation、Multiple channels to confirm school self-evaluation information。
     (5) Evaluation on “Employment”
      The secondary indicator "Employment" is the indicator that best illustrates the quality of school teaching，It is also the indicator that can best verify the accuracy of school positioning，Includes two observation points: "Employment Rate" and "Employment Quality"。The qualifying standard for "Employment Rate" is "the initial employment rate of fresh graduates reaches the average level of universities in the region，Graduates are more satisfied with their employment”。The qualification standard for "Employment Quality" is "the employment orientation meets the requirements of the school's training objectives，Graduate employment positions are highly relevant to the majors studied，Strong job adaptability，There are good development opportunities”。In fact, it is not difficult to evaluate the "employment rate"，The difficult thing is to check the authenticity，The "Employment Quality" evaluation is related to the evaluator's concept，Related to the method of collecting information and related information collected。
      For example, School E’s self-evaluation: (1) The employment rate of graduates is high。xx years，Our school graduates have achieved remarkable results in employment，Undergraduate students’ one-time signing rate and first-time employment rate both exceed 80% and 96%，Ranked among the top universities in the province。High job satisfaction in employment guidance，Establish and improve college student employment guidance institutions and employment network information service systems，Established a number of employment internship training bases，Built full staff、The whole process、Comprehensive employment guidance work pattern，Provide high-quality and efficient employment guidance and services for graduates，Graduates are highly satisfied with employment guidance work。(2) High proportion of grassroots employment，The school has formulated the "Interim Measures to Guide and Encourage Graduates to Find Employment at the XX and Grassroots Levels"，Actively guide graduates to seek grassroots and front-line employment (Table of grassroots employment status of graduates in xx-xx years (omitted)，About 80%)。
Ru F school self-evaluation: The school attaches great importance to employment work，20xx class，Initial employment rate 93%，The employment rate at the end of the year is 95%。20xx class，Initial employment rate 86%，Employment rate at the end of the year is 90%。Sampling survey display，The average proportion of graduates in the past two batches who expressed satisfaction or basic satisfaction with school employment was 96%。
      From the self-evaluation data，School F has a higher employment rate than school E，actually，The employment rate of School E is higher than that of School F，It is difficult for F school graduates to find employment，And E school graduates have good employment。Investigation on employment rate and student satisfaction with employment，The key lies in the statistical caliber and the authenticity of the statistical data。Attention should be paid to the evaluation，A too high number of flexible employment indicates a poor employment situation。
      On the "Employment Quality" evaluation，We must establish a diversified view of employment quality。Graduates’ employment conforms to the school’s positioning，Should indicate high quality of employment，RuE School is positioned to cultivate applied talents for the grassroots and front-line，The employment rate at the grassroots level reaches about 80%，Explain that the employment situation of School E is in line with the school’s positioning。actually，Evaluation experts inspected School E and found out，Most of the employment positions for graduates correspond to the majors they studied，Able to adapt to the position quickly，Mainly because the service orientation is accurate，Well done in industry-university-research cooperative education。For schools with a long undergraduate history，Easy to evaluate whether the development opportunities of its graduates are good，But a new undergraduate college，We can only judge the development potential。To the West、Frontier、Hard places such as grassroots level are manifestations of high employment quality，Be able to find employment in a highly competitive unit，Or high income after employment，Or a stable job after employment，Or make rapid progress after employment，These are all manifestations of high employment quality，This needs to be combined with the actual conditions of the specific participating schools，Detailed analysis of specific issues,Maybe it is more scientific compared with schools of the same level and type。The most important thing is to promote students’ growth and success，In line with the school’s m88 online sports bettingservice orientation，Satisfied m88 live casino and sports bettingthe country、Industry、Regional socio-economic development needs。