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| A study on the policy of undergraduate teaching evaluation in China from the perspective of historical institutionalism |
| LIU Yourong1, ZHANG Rui2 |
| (1. College of Arts and Education, Chizhou University, Chizhou 247000； 2. Institute of Higher Education, Anhui University, Hefei 230039, China) |
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Abstract From the perspective of historical institutionalism, this paper analyzes evolution and institutional logics of undergraduate teaching evaluation policy in China since 1985. It shows that the policy has gone through four stages: the starting, gradual change, radical change， and relatively stagnant and balanced change. Seen from change paths, policy evolution is influenced by path dependence, and the expansion of college enrollment in 1999 and the proposal of "the separation of supervision, enforcement and evaluation" in 2010 are two key nodes. Seen from dynamic mechanism, policy evolution is driven by the change of external institutional environment and internal conditions. Therefore, China should highlight universities′ subject status, and push the evaluation concept switch from "passively regulated" to "initiatively selfdisciplined"; speed up legal construction from "order restraint" to "regulation restraint"; optimize the evaluation scheme and construct a worldclass undergraduate education quality assurance system with Chinese characteristics.
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