Sponsor(s):China Association of Higher Education
12 issues per year
Active selection or passive assignment: the moderating effect of tutor selection mode on doctoral students’ scientific research performance
China Higher Education Research,2022,No. 03
The selection of tutors is the beginning of the relationship between tutors and students, and the key step in doctoral students’ academic progress. Therefore, the mode of tutor selection not only directly affects the effect of tutor guidance, but also is crucial to the quality of postgraduate training. The existing research mainly focuses on the relationship between tutor guidance and doctoral training quality, and the academic circles have not reached a consensus on the relationship between them. One of the reasons is that when discussing the relationship between the two, the role of the moderator of tutor selection mode is ignored. Based on the survey data, this paper divides the tutor selection mode into two modes of active tutor selection mode and passive tutor assignment mode, and divides the tutor guidance into three dimensions: tutor guidance frequency, tutor guidance quality and tutor guidance form. By publishing doctoral research papers to characterize doctoral students’ scientific research performance, this paper discusses the moderating effect of tutor selection mode on doctoral students’ scientific research performance. The empirical study found that doctoral students with different tutor selection patterns differed significantly in terms of tutor guidance quality, tutor guidance form, tutor guidance frequency, and doctoral students’ scientific research performance. Compared with the passive assignment of tutors and active selection of tutors, the frequency, quality and form of tutors’ guidance significantly enhance the promotion of doctoral students’ scientific research performance. Given the differences in knowledge production patterns, research paradigms, and collaborative approaches across disciplines, the impact of mentoring on doctoral students’ scientific research performance and the moderating effect of mentor selection patterns are bound to differ between arts and science disciplines. This study further analyzes the disciplinary differences of the moderating effect of tutor selection mode. It is found that among the doctoral students of science and engineering, the mode of tutor selection has a significant moderating effect on the quality, frequency and form of tutor guidance and the doctoral students’ scientific research performance, but it has no significant moderating effect on the doctoral students of humanities and social sciences. Compared with the previous literature, the academic contributions of this paper are as follows. First, the relationship between tutor guidance and doctoral students’ scientific research performance is re-examined by taking the tutor selection mode as a moderator, which further enriches the previous research on the relationship between tutor guidance and doctoral training quality. Second, the study discusses the differences in the moderating effects of tutor selection modes in different disciplines, and explains and analyzes the results from the perspective of the differences in knowledge production modes in different disciplines. To some extent, the research results of this paper can reflect the importance of actively choosing tutors for the quality of doctoral training, which makes us have to reflect on the current situation of doctoral training. First, the training unit should fully realize the importance of choosing tutors and fully respect the wishes and demands of doctoral students. Second, in the process of guidance and learning matching, it is necessary to give doctoral students more rights to choose independently, and enhance their awareness and ability to say no to unreasonable arrangements. Third, the assignment of tutors should respect the differences in disciplines and cultures.
Research on the influencing mechanism of undergraduates’ learning engagement in blended teaching during the COVID-19: based on the perspective of the community of inquiry
China Higher Education Research,2022,No. 03
Affected by the COVID-19 epidemic, online and offline blended teaching has become an important direction of current and future educational reform. On the whole, blended teaching is still in the exploratory period, and there are practical puzzles in many aspects of teaching and learning. As a new pattern in the current epidemic prevention and control period and the new normal of future college curriculum teaching, the blended teaching mode still needs to be improved and optimized. Therefore, how to effectively integrate online and offline teaching modes, improve the double-line teaching effect and improve the teaching quality is the focus of higher education at this stage. Based on the community of inquiry theory, this paper takes the learning input of undergraduates in online and offline blended teaching as the starting point, and builds a structural equation model by using the survey data of 1116 undergraduates in a double first-class construction university, so as to clarify how to improve students’ blended learning effect in the blended teaching practice in epidemic period and post-epidemic era. Empirical research shows that students’ teaching presence, cognitive presence, social presence and learning input level in online and offline blended courses are not high. Students’ perception of the three elements of presence can directly and significantly positively predict their learning engagement, and can also indirectly predict their learning engagement through the independent mediation of blended course satisfaction and learning attitude and their chain mediation, and the total indirect effect is far greater than the direct effect. Among the three specific indirect effects, the independent indirect effect of curriculum satisfaction is the biggest. Compared with the previous literature, the expansion of this paper is as follows. Firstly, the empirical analysis proves that the presence of learning three elements can significantly predict learning engagement, which is consistent with the relevant research conclusions in the online learning environment. To some extent, it can explain the rationality of transplanting the community of inquiry theory in the blended teaching situation and extend the application of the community of inquiry theory. Secondly, this paper pays attention to students’ learning experience, learning investment, curriculum satisfaction and learning attitude, discusses the effective realization path of blended teaching under the epidemic situation, and provides empirical basis and countermeasures for universities and teachers to change the blended teaching mode, increase students’ learning investment and improve the quality of blended teaching. It is the core of blended teaching to achieve good results to improve students’ learning input level through the organic integration of teachers’ leading roles and students’ main roles. At the stage of epidemic prevention and control in normalization, we should continue to provide institutional technical support and improve the blended teaching environment; build a community of inquiry and promote high-quality deep blended learning; improve the learning experience, course satisfaction and learning attitude, and pay attention to blended learning feedback; and pay attention to diversified and individualized needs and improve the quality of blended teaching.
The discipline of higher education should pay more attention to teaching and learning in colleges and universities
China Higher Education Research,2022,No. 03
Cultivating talents is the fundamental task of colleges and universities, and teaching and learning, as one of the main activities of colleges and universities, should become an important topic of higher education research. However, for a long time, the discipline of higher education in China has paid more attention to macro issues such as development strategies and policies, but paid insufficient attention to the teaching work in colleges and universities. However, the mass research on higher education gradually tends to the relatively macro themes such as talent training system, while the research on curriculum content and teaching methods is limited. Through literature analysis, it is found that the idea of establishing a discipline of higher education in China was put forward in the 1950s, with the initial purpose of exploring the special laws of teaching and management in colleges and universities. By the 1980s, some colleges and universities successively set up higher education research institutions, published teaching materials and founded academic journals of higher education, which marked the initial formation of the discipline of higher education. During this period, higher education research focused more on micro-level issues such as curriculum, practice links and teaching methods in colleges and universities. After entering the 21st century, this situation changed. This paper compares the statistical analysis made by scholars at home and abroad on the research results of higher education, and finds that the topics of teaching and learning, curriculum design, students’ experience, or micro-level problems such as individuals, courses, departments and institutions account for a relatively large proportion of papers published in English journals of higher education. However, doctoral dissertations in higher education disciplines and papers published in mainstream journals in China account for a large proportion of national and systemic issues. Although many influential journals of higher education in China have published a large number of papers on talent cultivation, most of the related studies focus on the common problems of talent cultivation, and there are few studies on more specific problems such as courses, teaching contents and teaching methods. The results of the national teaching achievement awards also show a similar phenomenon. The above research shows that China’s higher education research has gradually turned to macro issues, which not only deviates from the original intention of the discipline of higher education, but also forms a big contrast with the themes of higher education research in Western countries. This paper analyzes the main reasons why the research theme of China’s higher education has changed from the micro level to the macro level. First, various research funds at all levels focus on supporting the research of higher education development strategies, plans, policies and social hotspots, and play an important guiding role in higher education research. Second, the research on teaching reform, which is promoted from top to bottom and carried out by way of project establishment, is usually led by government departments and university administrators, and the initiative and enthusiasm of teachers in carrying out teaching research have not been fully mobilized. This paper suggests that all kinds of research funds at all levels should increase their support for teaching research in colleges and universities, turn the teaching development center of college teachers into a teaching research institution, and strengthen the exchanges and cooperation between researchers in higher education and teachers in other disciplines. From the two dimensions of historical development and realistic comparison, this paper expounds that higher education research should pay more attention to teaching and learning in colleges and universities, hoping to promote the coordinated development of higher education research in several aspects, such as basic theory and discipline construction, research on macro-realistic problems, and solving specific problems in teaching and management in colleges and universities.
The law of governance and the governance of law: functionalism trends and systemic control of the rule of law in international higher education
China Higher Education Research,2022,No. 03
In recent years, the functionalism trend of the university governance model has become the focus of international higher education governance, and the discussion of its advantages and disadvantages is also very rich. However, this kind of research is more focused on the perspective of educational governance. Against the basic background of the legalization of higher education governance in China, the functionalism trend of governance not only puts forward new tasks and demands for the rule of law, but also poses a systematic challenge to the rule of law itself. Therefore, this study intends to make a new interpretation of the international trend of higher education governance from the perspective of educational rule of law, and provide more beneficial enlightenment for China. Taking the latest legislation and judicature of the United States, UK, France, Germany and Japan as samples, this paper finds that under the influence of the new public management movement and the new administrative law theory, the rule of law in higher education in these five countries has the legalization, marketization and professionalization of the legal nature and objectives of colleges and universities; equality, contract and performance system of the relationship between the government and universities; administration, externalization and cooperation of internal governance of colleges and universities. This shows that due to the pursuit of efficiency and effectiveness, the five countries have continuously strengthened the functionality of higher education law and formed the law of governance. On the other hand, in order to balance the tension between the pursuit of efficiency and the protection of rights, the five countries have continuously promoted the protection of teachers’ rights and interests, promoted the institutional realization of students’ right to participate in governance, and made the protection of learning success an important goal of university governance through the efforts of legislation, judicature or legal community. The overall legal order of these five countries fundamentally constitutes a systematic control of functionalism, thus ensuring that the reform of university governance always runs on the track of rule of law, forming governance of law. No matter how much the reform pays attention to the actual effect of governance, the rule of law thinking and the right standard are still the basic footholds of the rule of law in higher education in the five countries. In fact, the advance and retreat behind this are the results of the compensatory mechanism of legal design constantly seeking a new balance point between functionality and standardization. Compared with the previous literature, this paper has expanded in the following two aspects. First, this paper breaks through the limitations of traditional research on the advantages and disadvantages of higher education governance in various countries since the new public management movement from the perspective of educational governance, fully understands the higher education governance in various countries under the background of the rule of law, and interprets the latest trends of higher education governance in five countries from the perspective of normative and functional relations. Second, it expands the domestic literature on the legislation and judicature of higher education in the United States, UK, France, Germany and Japan. This paper quotes the latest legislation, judicature and statistical data of the five countries, which is conducive to the academic circles’ cognition of the latest progress in educational rule of law in the five countries. Based on the above investigation, this paper puts forward that China should adhere to the idea of the law of governance and the governance of law, and puts forward three feasible suggestions. It is necessary to pay more attention to the functionality and responsiveness of higher education law, promote the systematization of the overall legal order of higher education, build a fine interest balance mechanism, and realize the overall balance of rights and obligations. This will provide a useful reference for China’s higher education legislation.
China Higher Education Research,2022,No. 04
Application-oriented colleges and universities are a new type of higher education institutions established in a certain historical stage to meet the new requirements of economic and social development for higher education. Against the background of popularization, application-oriented colleges and universities have become the main force of higher education in China, with three characteristics. The first is the practicality of the purpose of running a school, that is, to cultivate applied talents, meet the actual production needs of the society, and promote economic and social development and progress. The second is the practicality of the direction of running a school. Application-oriented colleges and universities run schools in response to the actual needs of society, train marketable professionals for all walks of life, and provide scientific research services to solve the problems of equipment and technology. The third is the practicality of the process of running a school. In the process of running a school, application-oriented colleges and universities pay attention to the combination of theory and practice, and build a practice-oriented school-running system to achieve the practical purpose of running a school. The idea is the spiritual conversion of running a university, and the purpose view, content view and methodology of running a school are the collective expressions of the idea of running a university. First, application-oriented colleges and universities need to set up the goal view of serving people’s career development and serving real social production. Second, application-oriented colleges and universities should have the concept of school-running content that combines generality with individuality. In a word, the commonness of the group should contain such important content as applied disciplines, double-qualified teachers, applied talent training mode, application-oriented functional platform and school-enterprise cooperation mechanism. The content should include the locality, expansion and radiation of running a school. Third, application-oriented colleges and universities should adhere to the concept of independent and collaborative school-running methods. The former is based on the requirement of the school as the main body of running a school, while the latter is the requirement of social environment support for running a school. Whether for the construction from scratch or the application enhancement, the application-oriented colleges and universities in transition should aim at achieving high-level development, and choose the construction path suitable for their own characteristics and needs. The first is to solve the problem of running a school. Application-oriented colleges and universities should put forward ideas suitable for their own school-running needs according to their own specific time and space background and future development vision, and guide their own development. The second is to solve the problem of school-running mode. Application-oriented colleges and universities should reasonably construct the organic connection between various school-running elements and related work, and form a school-running mode with rich connotation, strong adaptability, internal and external coordination and sustainable development. The third is to solve the problem of the school-running mechanism. Application-oriented colleges and universities should attach importance to running their own schools, appropriately open up secondary departments and colleges to run schools internally, and actively build a joint and cooperative mechanism between schools, society and government externally. The fourth is to solve the problem of school-running conditions. On the basis of ensuring students’ practical operation, practice and training, we should focus on solving the problem of teachers’ lack of practical experience and ability. The fifth is to solve the problem of the school environment. According to the actual operation and functional requirements of the school, starting from the different characteristics of the natural and social environments, different measures should be taken to follow the trend, and an integrated school-environment system with deep embeddedness, substantial interaction and sustainable development should be constructed.
China Higher Education Research,2022,No. 04
Under the situation of higher education reform, such as the appointment system reform, academic championship system and double first-class construction, the contradiction between new managerialism and professionalism in the process of academic identity formation of early-career academics has become increasingly prominent. Existing studies have paid more attention to the influence of the new managerialism, which emphasizes performance, competition and control, on the process of academic identity construction, but insufficient research has been done on early-career academics’ individual initiative under this background, and there is a lack of research on the specific process of forming academic identity through the interactive game between internal and external factors. In this paper, the matching degree between individual’s internal concept and the external expectation of the organization and the power source of academic identity construction are taken as two core dimensions, and the process of academic identity formation of early-career academics is divided into four types: self-determination, duplicity, mutualism and leading with beliefs. Then, a case study of a research university is conducted by using the semi-structured interview method under the qualitative orientation, and the value orientation, resources, psychological process, individual and external relationship and system perception of early-career academics in the process of four kinds of academic identity construction are deeply investigated. It is found that the individual’s strong academic professional value belief, independent personality characteristics and sufficient resource elements are the key factors for early-career academics to keep their internal ideas and play games with external expectations, which helps them to build their academic identity in the process of balancing academic knowledge production under the logic of professionalism and organizational performance improvement under the logic of management. However, the external strong assessment pressure and the lack of institutional fairness may shake the adherence of individual beliefs and weaken their sense of academic professional identity. Compared with previous studies, this paper makes innovations in the following two aspects. Firstly, this paper classifies the complex and implicit process of academic identity construction, identifies the logical association and situational significance among multiple factors, and provides a theoretical analysis framework for understanding and explaining the process of academic identity formation of early-career academics. Secondly, by exploring the interaction process between early-career academics and the external environment, this paper highlights the key role of early-career academics’ individual subjective initiative in the construction of academic identity. To some extent, the research of this paper sorts out the complex process of internal and external factors in the process of academic identity formation of early-career academics, which not only provides a new perspective for understanding and explaining the process of academic identity formation of early-career academics, but also provides the theoretical basis and policy suggestions for the institutional design of the appointment system reform in colleges and universities and the improvement of academic ecological environment, which is conducive to the academic growth of early-career academics and the high-quality sustainable development of research universities.
Research on the influence path of professional doctorate education on doctoral career development: based on the national survey of professional doctorate education quality
China Higher Education Research,2022,No. 04
China’s professional doctorate education has a short development time and a small scale, and it has many novel and unique standards and characteristics different from the traditional academic doctoral degree. This has caused the public to question its educational function. According to the mission and orientation of professional doctorate education to serve individual career development and professional practice, we can judge that professional doctorate education should have the function of promoting individual career development and status acquisition. Scholars abroad have also discussed the importance of the professional doctorate degree affecting individual life, education, occupation and development, but there are few studies on the way to achieve this function. Based on the national survey of professional doctorate education quality and interviews with stakeholders, this study verified two paths of professional doctorate education affecting doctoral career development through empirical analysis: professional doctorate education affects the professional development after graduation by promoting the value-added of human capital; professional doctorate education influences professional doctoral career development through the signal value emission of doctoral diploma. The results show that professional doctorate education not only has a significant production function, but also has a certain signal function. Compared with the previous literature, this paper expands on the following aspects. First, from the perspective of individual career development, based on the questionnaire survey and interview data, this paper empirically analyzes the process path of professional doctorate education affecting the career development of graduates, which makes up for the deficiency that the existing research only focuses on analyzing the effect of professional doctorate education and neglects the process. Second, through the verification of the educational function of professional doctorate students, this paper responds to the public opinion query in the development of professional degree doctoral education in China. Third, when verifying the productive function of professional doctorate education, this study goes beyond the previous practice of simply using years of education and diploma level as proxy variables of education. In this paper, the measurement of professional doctorate education is refined to the level of educational experience, and the influence of each educational experience factor on the promotion of professional doctoral human capital and career development is analyzed respectively. This study reveals the role of human capital accumulation and diploma signal transmission of professional doctorate education, which provides an effective decision-making basis for the country to further develop professional degree doctoral education and expand the scale of professional doctorate education, and also provides a reference for employers’ staff recruitment and promotion decisions and individual career development decisions. In addition, the research conclusions of this paper on the effects of key educational elements such as tutor guidance, curriculum and teaching, support inside and outside the school, training and management system, and student participation on the promotion of human capital and career development of professional doctoral students can provide a reference for professional doctorate education units to formulate or adjust their development strategies.
From “section structure” to “platform organization”: organizational change of innovation and entrepreneurship education in universities
China Higher Education Research,2022,No. 04
Through the analysis of the origin and evolution of the concept, it can be seen that innovation and entrepreneurship are a series of practical activities for human beings to improve their own situation and pursue a better life when facing the uncertain external world. The essential attribute of innovation and entrepreneurship education should have two stipulations. First, the logical starting point of innovation and entrepreneurship education lies in the entrepreneurial spirit. From the spiritual aspect, innovation and entrepreneurship education aims to cultivate college students’ thinking minds based on innovation, and emphasize the cultivation and stimulation of college students’ inner psychology, such as adventure spirit and exploration will. In essence, innovation and entrepreneurship education must focus on cultivating college students’ ability to discover and seize opportunities, and on the basis of integrating and allocating resources by market means, improve their ability to creatively solve problems and create social and economic values in the face of an uncertain environment. In this sense, innovation and entrepreneurship education highlights not only the questions of what should I do such as pure exploratory activities, business entrepreneurial behavior and entrepreneurship, but also the question of what kind of person should I be. Second, innovation and entrepreneurship education is not only a kind of instrumental practical activity, but also the consistency between the individual’s goodness based on innovation and entrepreneurship and the ultimate goal of being a human being at the ontological level. This bridge of consistency is reflected in the second essential attribute of innovation and entrepreneurship education: innovation and entrepreneurship education under the educational orientation. The above two points respectively stipulate a series of original problems such as the goal, function, characteristics, vision and realization methods of innovation and entrepreneurship education. How to understand, implement and evaluate entrepreneurship education is based on thinking about the essential attributes of entrepreneurship education, which is an unavoidable problem in theory and practice. Especially for China, with the development of entrepreneurship education to this day, it is urgent to realize the localization of theory and practice, and the understanding and recognition of its essence is a necessary prerequisite for entrepreneurship education. The new structure view of innovation and entrepreneurship education emphasizes the transformation from section structure to platform organization, which transforms the linear functional organization structure that loses creativity into an open platform organization with endogenous growth. Therefore, the innovation and entrepreneurship education in colleges and universities must be transformed into a platform organization in structure, which is characterized by inspiring the respect and freedom of each participant and enhancing the vitality of innovation and entrepreneurship education in colleges and universities.
Studies of restrictive subject choice patterns of science and engineering majors in universities in the context of new college entrance examination reform
China Higher Education Research,2022,No. 01
In 2017, China’s new round of college entrance examination reform kicked off, and Zhejiang and Shanghai were taken as the pilot provincial regions for the reform. Separation of arts and science in high school was abolished, and students independently chose 3 subjects from 6 or 7 subjects (politics, geography, history, biology, chemistry, physics and technology) as college entrance examination subjects. In order to cope with this reform, colleges and universities need to formulate and publish the requirements of restrictive subject choice for each major in advance, and only students whose selected subjects meet the corresponding requirements of restrictive subject choice can apply for the exam. At the beginning of the policy, some students abandoned physics because of the difficulty in studying physics subjects and the difficulty in getting high scores under the grading system. Some colleges and universities also adopted the mode of not setting any restrictions on choosing subjects or choosing any one of several subjects for many majors, so as to lower the threshold of major selection and ensure a certain admission score. However, at present, there is a lack of empirical evidence about the characteristics of the restrictive subject choice patterns in colleges and universities and the impact of different restriction patterns on the enrollment results. Therefore, this paper selects 109 “double first-class” construction universities of science and engineering majors as the research objects, and uses a variety of quantitative analysis methods, such as the fixed-effect model, to analyze the restrictive subject choice and admission results of physics facing Zhejiang from 2014 to 2020. The following main research findings are obtained. First, universities of science and engineering with higher ranking, as well as those with better subject evaluation, engineering and popular majors, are more inclined to limit the choice of physics. These schools usually adopt the mode of only choosing one subject of physics and choosing physics and other subjects at the same time, while less adopt the mode of choosing two or three subjects in physics and other subjects. Second, the restrictive subject choice in physics and other subjects at the same time will lead to a significant decline in the admission rank of this major. That is to say, the corresponding ranking of admitted candidates is lower, while other restrictive subject choice patterns in physics (only physics, one of two subjects and one of three subjects) have no significant impact on the admission rank. For majors that are not required to have a restrictive subject choice in physics and those that are relatively popular, after the implementation of restrictive subject choice in physics, the number of admission places will drop in a larger range in the Explanations on the Requirements of Elective Subjects for Majors (Categories) to be Enrolled in Colleges and Universities in Zhejiang in 2020. Third, the restrictive subject choice patterns in colleges and universities can effectively guide students’ behavior in taking exams. The most important factor for senior high school students to take exams in physics is that related majors in colleges and universities require restrictive subject choice in physics. The findings of this paper provide empirical evidence for smoothly promoting the reform of the new college entrance examination, guiding colleges and universities to scientifically formulate the requirements of subject restriction, and improving the quality of talent selection and training for science and engineering majors. Firstly, large-sample authoritative data are used to fully demonstrate the characteristics of the restrictive subject choice patterns in colleges and universities against the background of the new college entrance examination reform, as well as the differences in the strategies of different types of colleges and majors in formulating the restrictive subject choice patterns. At the same time, it is verified that the national requirement for restrictive subject choice is of great significance in guiding colleges and universities to scientifically formulate the restrictive subject choice patterns. Secondly, through scientific and rigorous methods, this paper verifies the influence of the restrictive subject choice on the enrollment results, and clarifies the misunderstanding that colleges and universities can attract high-scoring students without any restrictive subject choice. Thirdly, it is proved from the side that the restrictive subject choice patterns in colleges and universities will affect the enrollment results by influencing the subjects selected by senior high school students. The restrictive subject choice in physics required by colleges and universities is the most effective way to guide students to choose physics.
China Higher Education Research,2021,No. 10
The sudden outbreak of the COVID-19 epidemic highlighted the practical value of online teaching. Against this background, the related research and practice of online teaching and online learning emerge in endlessly, and have a great influence on the actual teaching activities of higher education. A deeper understanding of the connotation and characteristics of online teaching is of great practical significance for higher quality online teaching. Online teaching is not only a technical activity. Analyzing it from the media view may lead to narrow ideas and practice. Towards learning view is a more appropriate grasp of the essence of online teaching. Based on the perspective of deep learning and the analysis framework of Trigwell (2014), the connotation and characteristics of online deep teaching can be constructed, and the exploration of its influencing factors can be carried out from two dimensions: concept and environment. Through the questionnaire survey of online teaching in L colleges during the epidemic in 2020, and through descriptive statistics, regression analysis and propensity score matching, this study draws the following conclusions. The overall situation of online deep teaching of university teachers is good. Individual concept factors have a significant impact on online deep teaching, especially the concept of students is a factor with more bottom-level influence. Environmental factors will also have a significant impact on online deep teaching, but the impact is different. Teachers’ daily teaching development activities have no real impact on online deep teaching, which reflects the deep significance of the academic construction of teaching. Then the paper puts forward three suggestions. We should pay attention to teachers’ willingness to change teaching, encourage teachers to ask about their own views on subject education, and attach importance to the high-quality construction of the online teaching environment. Compared with the previous literature, this study has expanded in two aspects. Firstly, this paper transfers the concept of deep teaching to the situation of online teaching, thus expanding the understanding of the dimension and connotation of deep teaching. Secondly, as for the influencing factors and mechanisms of online teaching quality, this paper constructs from two aspects of concept and environment, which expands the related existing research. The research of this paper has certain policy guiding significance and value for how to better guide teachers to carry out professional development of online teaching, better guide departments to create an environment for online teaching and better guide schools to conduct academic training of online teaching.