JOURNAL OF ETHNOLOGY， VOL. 15， NO.03， 63-72， 2024 （CN51-1731/C， in Chinese）.

DOI：10.3969/j.issn.1674-9391.2024.03.008

Abstract：

The reform of educational evaluation is considered to be the most comprehensive， prospective and arduous task in the educational reform. The General Plan for Deepening the Reform of Education Evaluation in the New Era takes teacher evaluation as its core part， and puts forward specific requirements from the aspects of teachers’ ethics， teaching， student work， and scientific research evaluation.Therefore， this study premises that teacher evaluation， considered a key component of education evaluation， needs to be improved and optimized under this requirement. Minzu colleges and universities， the research subject of this paper， fulfill a “dual mission” as both regular and ethnic minority universities. In addition， the requirement of “forging a strong sense of community for the Chinese nation” in the new era has imbued Minzu colleges and universities with a new role of “fostering virtue through education”. Under this requirement， it is thus seen as very significant to optimize the evaluation system of university teachers and cultivate a large cadre of talents capable of contributing effectively to ethnic areas by “returning， staying， being dependable， and excelling in their work”.

Guided by a “student-centered” philosophy and combined with the educational goals of Minzu colleges and universities， this paper tries to offer a practical implementation of the main objective of consolidating a strong sense of community for the Chinese nation through the content and process of teacher evaluation. Starting from the two educational subjects of teachers and students， it endeavors to reverse the evaluation perspective： The article attempts to appraise the quality of teachers’ education and teaching by assessing student progress， growth rates， and developmental achievements. In this way， it attempts to effectively solve the problem of the “Five Only” issue in teacher evaluation which overly emphasizes metrics such as academic papers， honors， professional titles， educational background， and awards， while neglecting actual educational contributions. What is more， by investigating how students at Minzu colleges and universities perceive teacher evaluation criteria guided by a “student-centered” approach， this research hopes to provide an effective database for the construction of evaluation indices.

Finally，in alignment with the directive to overcome the limitations of “Five Only” articulated in The General Plan for Deepening the Reform of Education Evaluation in the New Era， while also proceeding with forging the sense of the Chinese national community， this study suggests to incorporate the indicators of teacher ethics and ideological leadership into the teacher evaluation system. This aims to guide teachers and students to form an accurate understanding of the country， history， ethnicity， culture， and religion， making Minzu colleges and universities a main position for forging a strong sense of community for the Chinese nation. In addition， while implementing this “student-oriented” concept into practice， and paying attention to student needs， the development requirements of teachers should also be considered. In other words， starting from the two educational subjects， i.e. students and teachers， this paper will follow the principles of “consistency，” systematization， and dynamism in designing evaluation indicators. It， lastly， advocates the indicator content of “three attentiveness and one gaining” in the evaluation of teachers. All these efforts seeks to fully implement The General Plan for Deepening the Reform of Education Evaluation in the New Era in Minzu colleges and universities.

Key Words：

teacher evaluation; student-centered approach; Minzu colleges and universities; evaluation indexes construction