Last month, I attended the annual teachers' Congress and Trade Union Congress as a special representative. In the speech delivered by the Department representatives at the closing ceremony, a dean of the college made a speech and proposed a plan to increase the difficulty of undergraduate course examination and improve the quality of undergraduate teaching. After hearing this, I very much agree with it. Undergraduate teaching management involves many links, and course examination is one of the important links to reflect students' learning quality and fair evaluation of students' level. Examination results are usually an important part of students' course performance, and its importance is self-evident. However, many university professors told me that the impetuous and utilitarian color in the current student evaluation of teaching has greatly affected the objective justice, fairness and credibility of the evaluation of teaching. Some schools arrange students to evaluate teaching after the teacher's curriculum examination results come out. If the results are generally low, students will give the lecturer a bad evaluation. Some students openly ask teachers to relax the marking standard after the examination, which leads to some teachers' helplessness in "letting go" of the examination results. The result of students' evaluation of teaching is related to the vital interests of teachers. It is closely related to the promotion of teachers' professional titles, evaluation and promotion. Who can turn a blind eye to it. It is the inevitable result that such measures of students' evaluation of teaching lead to the decline of undergraduate teaching quality.

Students' evaluation of teaching in universities is the common practice of international higher education management services, and it is one of the measures to ensure the quality of undergraduate teaching. In "rational view of students' teaching evaluation in undergraduate teaching, China Science Daily, April 13, 2018", I listed the results of students' teaching evaluation after a joint postdoctoral program of mit-sutd taught "probability and mathematical statistics" in sutd. The content design of this teaching evaluation material is similar to that of our university's educational administration department. It has both the content stipulated by the University and the content that students can freely play. It is a rational and utilitarian example of students' teaching evaluation.

If we follow the decision of the president of the school to be strict with the examination, a large number of students may re study in a certain period of time. This reminds me that more than half a century ago, my seniors told me about the case that a teacher of professional basic courses failed to pass more than half of his students in the final examination. However, they did not hear much negative news about the relationship between teachers and students. It is true that if a student fails in the course examination, it will affect many problems, such as the evaluation of excellent students, insurance and research, and even employment. Especially for those students with excellent results, the failure of individual course examination due to accidental factors may affect their insurance and research qualifications. However, I think these phenomena are new problems in the current university education. These problems can be solved by scientific and reasonable system design. For example, students' evaluation of teaching time can be arranged in time after the end of the teacher's course, rather than after the examination results come out. According to the specific situation of the course, arrange multiple examinations and other measures.

I think that strict examination management will speed up the promotion of College Students' learning enthusiasm and suppress the impetuous and utilitarian trend of thought of students' learning to a great extent. This requires our university educational administration department to adopt scientific design, break the past inertia thinking, and innovate the course performance management. Gradually make our curriculum examination standardized and reasonable, promote the normalization of students' scientific and reasonable teaching evaluation, and ultimately benefit students, their families and the whole society.