《深化新时代教育评价改革总体方案》一文强调“把认真履行教育教学职责作为评价教师的基本要求”，高校学生评教是衡量高校教师教学质量的重要手段，对我国构建高等教育强国具有重大影响。高校学生评教制度作用于高校学生评教行为，同时，高校学生评教行为又反作用于高校学生评教制度，目前我国高校学生评教制度的现存问题及其衍生的负面影响已严重制约我国高等教育质量保障的成效，深入研究高校学生评教制度及其影响是当前化解高校学生评教现实困境的关键举措。

鉴于此，本研究以我国高校学生、教师和行政管理人员为研究对象，通过访谈法了解案例高校学生评教制度与高校学生评教行为的交互影响，并结合新制度主义分析交互影响产生的原因。研究结果显示：在高校学生评教制度情境下，高校学生评教行为存在消极评教观念、过程性评教参与度低及普遍虚高评教等显著特征。此外，多元高校评教主体的社会互动导致评教制度设计的简单化和同一化、高校学生评教结果用于教师人事考核和教学评奖，造成高校学生评教结果难以提升高等教育质量。究其原因，高校学生评教行为受理性偏好和路径依赖、传统师生观念和隐性制度文化共同作用和影响，高校学生评教制度的指标设计、评教结果与实施效果等方面深受“学生—教师—行政管理者”间的社会互动的影响。

对此，改革现行我国高校学生评教制度需从以下三方面进行着手：首先，要革新我国高等教育管理理念，坚持“学生主体、教师主导”和“以评促教、以评促改”的价值取向。其次，需从评教指标及评教宣传方面进一步健全高校学生评教体系。最后，完善高校学生评教配套制度，通过建立高校学生评教反馈机制、监督机制和差异化教学质量考核机制，全方位提升高校学生评教在保障高等教育质量方面的作用发挥。

The article "Deepening the Overall Plan for Educational Evaluation Reform in the New Era" emphasizes that "conscientiously fulfilling educational and teaching responsibilities as a basic requirement for evaluating teachers". College students' teaching evaluation is an important means to measure the teaching quality of college teachers, and has a significant impact on my country's construction of a strong country in higher education. . The teaching evaluation system of college students acts on the teaching evaluation behavior of college students, and at the same time, the teaching evaluation behavior of college students has a negative effect on the teaching evaluation system. The effectiveness of education quality assurance and the in-depth study of college students' teaching evaluation system and its influence are the key measures to resolve the current dilemma of college students' teaching evaluation.

In view of this, this research takes Chinese college students, teachers and administrators as the research objects, and uses the interview method to understand the interaction between the teaching evaluation system of college students and the behavior of college students, and combines the new institutionalism to analyze the reasons for the interaction. . The research results show that: in the context of college students' teaching evaluation system, college students' teaching evaluation behavior has significant characteristics such as negative teaching evaluation concept, low participation in process evaluation, and generally falsely high evaluation. In addition, the social interaction of multiple teaching evaluation subjects in colleges and universities leads to the simplification and homogenization of the design of the teaching evaluation system, and the results of college students' teaching evaluation are used for teacher personnel assessment and teaching evaluation, making it difficult to improve the quality of higher education with the results of college students' teaching evaluation. The reason is that college students' teaching evaluation behavior is influenced by the acceptability preference and path dependence, the traditional concept of teachers and students, and the implicit institutional culture. The impact of student-teacher-administrator social interaction.