Exploration of a Multiple Evaluation System for Teaching Quality in Engineering Graduate Courses

面对工程类研究生课程教学质量评价主体单一化、标准趋同化、反馈闭环缺失等结构性问题，本论文通过系统分析现状困境，提出建立“多元评价主体–科学评价标准–量化过程评价–评价制度保障”四位一体的研究生教学质量评价体系，借助“学生–教师–同行–督导–企业”五维主体差异化的价值诉求，构建分级指标体系，结合“智能问卷 + 课堂行为分析 + 教学文档追踪”的多模态数据采集技术，开展过程性评价，形成指向创新能力培养的优质课堂生态。结合管理制度保障与教学生态重构，将评价从考核工具转化为持续发展，为我国培养高质量卓越工程师。Facing structural challenges in the teaching quality evaluation of engineering graduate courses, such as singular evaluative subjects, homogenized standards as well as the absence of feedback loops, this paper conducts a systematic analysis of current shortcomings and proposes the establishment of a “four-in-one” teaching quality evaluation system. This integrated framework combines multi-dimensional evaluative subjects, scientific evaluation criteria, quantitative process-oriented assessment, and institutional safeguards. Leveraging the differentiated value propositions of the five-dimensional stakeholders (“students-teachers-peers-supervisors-industry”), the system constructs a tiered indicator framework. By employing multimodal data collection technologies, including smart questionnaires, classroom behavior analytics, and instructional documentation tracking, it implements process-oriented evaluations to foster a high-quality classroom ecosystem centered on innovation capability development. Through institutional reforms and pedagogical ecosystem restructuring, the system transforms evaluations from mere assessment tools into drivers of continuous development, ultimately advancing the cultivation of exceptional engineers in China.