The existing teaching evaluation system in our school includes student evaluation system, teaching and research section evaluation and supervision group evaluation. There is a certain one-sidedness in students' evaluation of teaching. Teachers who are strict, demanding and unwilling to get close to students have relatively low evaluation. On the contrary, teachers with low requirements and relatively loose requirements and teachers with strong affinity are more likely to get high marks in students' evaluation of teaching.

In addition, students' evaluation of teaching can only reflect some problems. For example, the top ten and the bottom ten in teaching evaluation can indicate students' welcome or disapproval, but they cannot be simply evaluated according to the results of teaching evaluation. The evaluation of the teaching and research section is blank now. The evaluation of the supervision team mainly involves the top ten and the last ten in the hospital.

In a word, establishing and perfecting a fair and just teaching evaluation system is the key to improve teaching quality and teaching effect. I think we should improve the evaluation of teachers' teaching quality by teaching and research sections and colleges on the existing basis, and combine the existing student evaluation with the evaluation of the supervision team led by the Academic Affairs Office to form a multi-level evaluation system to avoid the one-sidedness of the single system evaluation.

Second, the key to the establishment of teachers' access system and exit mechanism lies in teachers. Only by establishing a perfect teacher access system and exit mechanism can we ensure the steady improvement of teaching quality. Now our school has basically established a perfect teacher access system, but the exit mechanism is still blank.

On the basis of improving the teaching evaluation system, we should implement a loose exit mechanism for teachers who fail to pass the evaluation many times and still can't guarantee the teaching effect after training, so that these teachers can find their own suitable posts on campus and give full play to their abilities, which can further improve the overall teaching level and quality.

Third, improve the teacher training system and establish a small environment suitable for the growth of young teachers.

Although all new teachers have implemented the tutorial system, as far as I know, the tutor guidance of new teachers is very different. Some responsible tutors will give detailed guidance to new teachers, but there are also a few tutors who do nothing at all.

I think we should strengthen the training and assessment of new teachers on the basis of tutorial system, and establish communication platforms between new teachers and outstanding old teachers and between new teachers, paving the way for new teachers to improve their teaching ability as soon as possible. For young teachers who have problems in teaching, teaching and research departments and colleges should establish long-term and continuous training and supervision mechanisms to help young teachers improve their teaching ability and teaching methods.

Fourth, establish a reward mechanism for outstanding teachers.

In the past, teachers' evaluation was "only spanking, no sugar", and teachers with teaching problems were punished in various ways, but there was no reward system for truly excellent front-line teachers. Not only in our school, but also in major universities.

For the first-line outstanding teachers who really stand on the podium, they should be given appropriate tilt in terms of rewards, professional title evaluation and performance allowance. Only when the hard-working teachers are rewarded, will more teachers regard teaching well on the platform as an important thing, otherwise the teaching without careful preparation will continue and the teaching effect will certainly not be guaranteed.

Fifth, the formation of a student-oriented, teaching-oriented atmosphere

Today, colleges and universities all over the country attach importance to scientific research and neglect teaching, so it is not easy to form a student-centered and teaching-centered atmosphere. This requires the attention of leaders at all levels and the change of the thinking of all faculty members.

Although scientific research can promote the development of social productive forces, teaching and educating talents is the foundation of the school. In fact, the two are not contradictory. The campus atmosphere of neglecting teaching and attaching importance to scientific research should be corrected, and both hands should be grasped. Of course, this will not happen overnight, and it needs the joint efforts of every faculty member.