Revitalizing higher education in western China is the strategic mission for the high-quality development of higher education in western China in the new era. Optimizing the discipline layout of universities in western China in the new era is a national strategy to serve the major strategic needs of the country, empower the economic transformation and development of western China, and leverage the geographical advantages of traditional disciplines. However, the current development of disciplines in universities in western China is faced with such practical difficulties as weak coupling with regional economic development, insufficient radiation and guidance of disciplines, and the lack of outstanding advantages and characteristics of disciplines. The internal driving force and development vitality of disciplinary construction in universities in western China require strong institutional supply, focusing on activating the internal driving force of disciplinary teams, promoting the cluster development of universities and disciplines, building disciplinary innovation platforms to deepen the integration mechanism of industry and education, and relying on regional advantages to guide the distinctive development of disciplines.

To further promote the construction of world-class universities, it is necessary to define the international consensus on the future development of higher education and the focus of China’s innovation. UNESCO has held three World Higher Education Conferences with the themes of “Quality”, “Quality assurance” and “Reshaping ideas and practices in higher education to ensure sustainable development”. Innovation is the international consensus for the future development of higher education. The focus of China’s innovation is to deepen the transformation of New Engineering Education, New Medical Education, New Agricultural Education and New Liberal Arts Education, to implement the 2.0 Version of “Outstanding Talents Training Program”, to implement the 2.0 Version of “Top-Notch Students Training Program in Basic Disciplines”, to promote the revitalization of higher education in central and western China, and to build a national platform of “Smart Education of China Higher Education”.

Vocational education is a unique type of education, and the research on teaching theory with “type characteristics” of vocational education is of great significance. The vocational didactics，a discipline of “how to teach persons for industrial occupations”, is the basic subject of vocational education teacher training suggested by UNESCO. This paper discusses the basic concepts and characteristics of the vocational didactics, and examines the relevance of the basic principles of general didactics to vocational education. Vocational education should create more opportunities for learners to learn independently, while maintaining the basic characteristics of learning as a collective activity of community of practice; it should realize the integration of workplace learning and school learning, and ensure that learners become the main subject of the teaching-learning process through comprehensive interdisciplinary learning tasks in different learning places. The development of modern society not only shapes a new learning paradigm of vocational education, but also endows vocational learning with rich social significance. How to take into account the development of personality and social needs in high-quality vocational education, is an important task of vocational didactics research.

In the context of “Double First-Class” construction, the building of high-level post-doctoral quality assurance system has become an important issue for improving the governance of higher education. At present, there are some problems in China’s post-doctoral quality assurance, such as governance system with segmentation of “strong trap and weak block”, imperfect quality assurance system, deviation from the cultivation orientation as well as inefficient use of resources. All these in a large part are attributable to the leading of institutional discipline, the carrier of project support, and the means by institutionalized technical governance. To solve the dilemma of post-doctoral quality assurance, it is urgent to break the management model of the segmentation of “strong trap and weak block”, and build a comprehensive quality assurance system for post-doctoral fellows with flexible governance order, high efficient assurance process, and multiple governance culture based on the idea of “integration of the segmentation” and collaborative governance.

Everything has two attributes of quality and quantity. As far as higher education is concerned, comprehensive and systematic researches on the quality of higher education have been made, resulting in a large number of achievements. However, researches on the “quantity” of higher education are quite weak. As one of the basic attributes of higher education and with different types, such as objective quantity, subjective quantity, behavior quantity, etc., the quantity of higher education has its unique and independent values, including abundance in self, comparison in degree, incentive in development and its function to quality. The purpose of studying the quantity of higher education is to do a good job in application, then in quantitative research, control and evaluation, and finally in quantitative ethics.

“Four Substitutions” is the main appearance and problem of academic evaluation in Chinese universities, which seriously affects the ecology and ethos of academic research in China, hinders the progress of science and technology in China and the cultivation of talents in universities. ?This paper discusses the problems of simplification and fragmentation in academic evaluation of colleges and universities in China, which are embodied in “citation substitution”, “publication substitution”, “quantity substitution” and “scientific research substitution”. The dispute between quantification and qualification of academic evaluation in Chinese and foreign universities is discussed, summarizing the international proposition of focusing on quality and complementing quantification. In the end the ideas and methods are proposed to break the “Four Substitutions”.

Information literacy is a significant ability in digital society. Information literacy of university students is directly related to the future talent development of the country. In view of the lack of accurate and normative research on China’s university students’ information literacy due to the complex situation, firstly this study analyzes and summarizes the concept, connotation and evaluation standards of information literacy based on the research at home and abroad. This paper then explores the new requirements of university students’information literacy and the general basis and method of constructing the evaluation standards. On this basis, taking Shanghai as an example, this paper constructs the theoretical framework of university students’ information literacy evaluation standard with regional characteristics. The research results hope to provide reference for the research and practice of university students’ information literacy.

Only when the independent college has crossed the threshold of transformation, can it really plan and implement its own independent development. As one of the important birthplaces of independent colleges, Jiangsu province has the largest number of independent colleges in China, and the independent colleges are also facing the problem of transformation and independent development. Taking Jiangsu province as an example, the transformation is not only for the objective requirement of national policy orientation in the new era, but also for the internal demand of healthy and sustainable development of independent colleges themselves. Meanwhile,the transformation is for the requirement of high-quality development of higher education in Jiangsu province. There are some problems and risks in the process of transformation, and there are also some practical difficulties. To solve the dilemma of transformation, we need the cooperation and joint efforts of the government, parent universities, investors and independent colleges and other stakeholders. All sides must perform their own duties, and suit their measures to different conditions in terms of locality for innovating the new path of transformation.

The multiple universities with the same legal person system which is design and implementing in the third cycle of the National University Corporate Reform have significant advantage. The multiple universities with the same legal person system maintain the independence and characteristics, and integrate education and research resources of each university, meanwhile, it also coordinate regional industry-university cooperation. This system focuses on improving the research capabilities of Japan’s national universities and create diverse talent training models and collaborative research mechanisms. This system is aimed at stimulating the vitality of regional economic development and enhance the international competitiveness of national universities. This system reflects the Japan’s government’s introduction of the concept of “competition through cooperation” in national universities, and the integration of the strengths of national universities to achieve regional revitalization and the dual strategic goal of world-class universities. This innovation provides useful experience for China to construct a high-quality modernized higher education system and achieve the aim of high-quality development of higher education.

At present, the Up-or-Out rule has provoked a heated discussion in academic communities. However, with the in-depth reform, it has triggered a series of controversies. Specifically, first, multiple obstacles for the policy adaption has occurred. The Tenure-Track system has been implemented incompletely because of selectively drawing lessons from the rules. Second, contract revision lacks labor-management games, making young faculty of university have poor bargaining power. Third, the Up-or-Out rule emphasizes its screening role too much without sufficient support. Fourth, colleges and universities attach importance to the management “in” of faculty and ignore the guarantee of “out”. Fifth, the mandatory requirement of publication record has led to the borderless work culture and contributed to the spread of “Publish or perish”. Sixth, quantitative evaluation mechanism squeezes the space of peer review, the phenomenon of “international journals first” leads to the loss of academic autonomy. As such, six solutions are provided. First, the scope of implementation should be carefully determined to balance the interests of the elderly and newcomers with incremental reforms. Second, the labor-management game should be enhanced so that bargaining power of faculty could be improved. Third, talent cultivation and talent screening both should be considered. Fourth, the basic security system should be constructed to guarantee laid-off faculty could calmly seek other plans. Fifth, the competition culture of academic tournament should be diluted. Peer review which measures representative works of faculty should be improved. Sixth, the evaluation standard should be optimized to prevent the weakening of academic autonomy.

In order to support the national strategic development, in recent decades, neo-type research universities emerged rapidly in China. Based on the empirical research of neo-type research universities in China, the study examines the organizational innovation in teaching, research and social service of Chinese neo-type universities. Furthermore, the study proposes to develop quality assurance mechanisms in place under the guidance of the input-process-output-context model to ensure the expected high-quality development of neo-type research universities to be delivered. In so doing, the study provide support for the high-quality development of neo-type research universities in China.

The changes in the education of public finance are a new requirement of educational development for China to enter the new era of building a socialist modern country. In the new era, the changes of educational concept of public finance are as follows: pay more attention to cross-integration education for professional students, while paying attention to professional education; pay more attention to general education for all students, while paying attention to professional education; pay more attention to social education for all citizens while popularizing higher education. Therefore, the general changes in the model of public finance education in the new era are to expand from professional education to “three-circle education”. There are three levels of innovation and strengthening of the public finance education: updating and upgrading the training program in public finance, building the theoretical system of public finance with Chinese characteristics and high-quality textbook should be the key points for improving and strengthening the professional education of public finance; building the course system of the general education and constructing the micro specialty should be taken as the main tasks for expanding and strengthening the general education of public finance; popularizing the basic knowledge of public finance and taxation for primary and secondary school students and providing the professional service of volunteers should be the pilot and breakthrough for exploring and strengthening the social education of public finance.

张华峰是我在清华大学教育研究院曾经指导过的博士生。他即将出版的《中国大学生主体性学习:本土特色与转型》一书是他撰写的博士论文《超越中国学习者悖论——中国大学生主体性学习研究》的修改版。细读这一书稿时,华峰准备和写作博士论文时的情境不时在我脑中闪现。这可能是曾经的学生写书请自己的导师作序时通常会遇到的情况:知根知底的导师会由此书联想到其前身,包括已经被枪毙或自杀过几回的题目；没准还会揭你的老底,让崇拜你的学生觉得原来你读博时的处境和他们差不多:在选题和研究过程中也曾倍受焦虑和困惑的摧残。另外,对学生期待甚高的导师还会由此书联想到其后世:不仅希望是学术新秀之作,还要求有学术大家的定位,所以总会鸡蛋里挑骨头地苛求。当然,

Based on the official texts of labor education implementation plans of 80 colleges and universities, this paper analyzes the implementation of labor education in the new era at the college level. The study finds that the sample colleges and universities have initially established labor education implementation systems, and there are obvious differences in labor education courses, and they attach great importance to labor education practice activities. Some colleges and universities integrate labor education with professional education and increase labor in campus culture construction. The further promotion of labor education in colleges and universities should not only encourage diversified exploration and highlight individuality, but also adhere to unified requirements, grasp commonalities, at the same time handle the relationship between commonality and individuality, so as to form a diverse and unified college labor education pattern that can be learned, referenced, replicated and promoted.

Labor education is an important part of China’s education policy. The integration of labor education in colleges, primary and secondary schools should be based on their own characteristics and build a curriculum system combining universality and uniqueness. College labor education has the characteristics of education, specialty and service. According to the two types of curriculum forms of discipline and practice, combined with the two spatial fields inside and outside the school, and according to the logical route of general education-specialty-literacy, build the framework of labor education general education curriculum, specialty integration curriculum and literacy development curriculum. By strengthening the difficulties in the training of teachers, we can get through the blocking point of the coordinated promotion of school and local curriculum, eliminate the pain point of the evaluation of the effect of curriculum implementation, and promote the orderly implementation of university labor education.

Macro theories on higher education have strong local, political and developmental characteristics, and have a unique position and role in the construction of an independent knowledge system of higher education theories. Since the reform and opening, the development of macro theories of higher education in China has gone through the process of creation, reconstruction and development, and has achieved historic accomplishments and accumulated important experience, but it also has obvious deficiencies. With the goal of constructing an independent knowledge system and furtherly promoting the innovation of macro theories on higher education, we should correctly handle three major relationships, furtherly deepen the study of the Party's century-old education history and the Sinicization of Marxism theory on education, strengthen the coordinated endeavor in solving major theoretical and practical issues, and optimize the system and mechanism of macro theory research.

The dilemma of the VUCA era not only brings a sense of embodiment to higher education for passive response, but also requires higher education to actively make strategies for change. At present, there are security risks in both traditional and non-traditional fields, the trend of anti globalization is rising, global economic development and recovery are weak, the fourth industrial revolution is sweeping the world, digital transformation is also promoting the reform of governance system, and so on. Such a dilemma of the times requires higher education to make a positive response, and it is also reshaping the form of higher education. Facing the future, the action choice of China’s higher education institutions should be to realize high-quality development, coordinated development, digital transformation and modernization of governance ability of higher education through innovative connotation construction, structural optimization, digital element renewal and multiple collaborative governance, and to look for breakthrough strategies and development opportunities in external changes.

The new round audit evaluation is not a new start, the program is compiled with the wisdom of all parts concerned on the basis of summing up the experience and lessons of the formal performance level evaluation and the previous round of audit evaluation according to the new stage and new mission of China’s higher education reform and development, with a number of outstanding characteristics, distinctive features and highlights. In short, the new program has the characteristics of directional, objective and feasibility, includes features of classified evaluation, hierarchical responsibility of implementation, online and offline evaluation, and combination of construction and reform, highlighting bright spots of quality assurance audit, online evaluation, “trilogy” of rectification, “one school one policy” and “Excellent Undergraduate Education and Teaching Demonstration School”.

In the context of the deepening reform of my country’s degree system and the formulation of the “Degree Law”, the case of Chai XX has raised questions and discussions on the exercise of the degree-granting power of secondary colleges. From the three levels of power norms, theoretical accumulation, and legal reasons, we examine the logical roots of the degree-granting power of secondary colleges, and summarize the degree-granting procedures from the practice review that favor “recognition” rather than “relief” and the degree-granting standards, from “refinement” to “setting” and other issues, and then from the source and nature of power, meaning and performance of examining and delineating the boundaries of the exercise of the degree-granting power of secondary colleges. In the new stage, regulating the exercise of the degree-granting power of secondary colleges should follow the principles of legality and rationality, and promote the unification of academic autonomy of secondary colleges with the applicant’s degree application rights and the coupling of degree-granting autonomy with legal authorization to achieve self-control of entity norms; It should focus on upholding comprehensiveness and practicality, with the system of procedural rights as the core, strengthening the due process of degree awarding, taking the accessibility of procedural rights as the key, standardizing the relief procedures for non-granting degrees, and taking the predetermination of expert review as the guarantee, standardizing the relief procedures for degree cancellation, so as to achieve the procedural norms.

This paper conducts case analysis on four world-class research universities which achieved outstanding governance , such as Technical University of Berlin(Germany), University of California, Berkeley(USA), Purdue University(USA), Kyoto University(Japan). Through interviews with administrators and faculty, firsthand material is collected, and cases are analyzed from the dimensions of the organizational structure, decision-making system, the power list. The case study shows that there are three key elements(organizational structure, decision-making system and power list) in the governance of four world-class research universities that are worth learning for Chinese universities. First, a stable and applicable organizational structure tamps the foundation of university governance structure; Second, in the decision-making process of university governance, an effective authorization system should be implemented to ensure that all kinds of governance committees play their roles; Third, the management boundary of university(departments) should be clear, and the formation of power list system should be promoted, so as to standardize and support the autonomy of university(departments). Looking forward to the development of China’s university governance under the modern university system, this paper proposes that it is necessary to combine China’s national conditions and the governance experience of world-class research universities to explore the organizational structure, decision-making system and power list which are suitable for China’s universities. It aims to improve the efficiency of university governance in China, and provide reference and corresponding governance strategies for the high-quality development of China’s higher education.

high-quality development is not only the objective requirement for higher education to adapt to the high-quality development of economy and society, but also the natural trend of its own development stage. High-quality development is not only related to the nature of higher education development, but also related to the results of development. Whether the development of higher education is of high quality depends not only on the understanding of “high quality”, but also on the cognition of “development”. Based on Amartya Sen’s concept of “free” development, the core connotation of high quality development of higher education should be the expansion of human’s substantive freedom. To treat the high-quality development of higher education with freedom and emphasize the importance of higher education to human development. Based on human development, the evaluation of high-quality development needs a more comprehensive perspective to go beyond the pattern of quantitative evaluation.

In the context of the current evolution of Sino-US relations, the competition for sci-tech talents between China and the United States is becoming increasingly fierce. As the base camp to carry out cutting-edge and basic research, the scale and quality of sci-tech talents cultivated by universities determine a country’s scientific and technological strength and future development potential. Based on the domestic and foreign statistical survey data and policy documents, this study compares the scale and quality status of sci-tech talents in Chinese and American universities, studies and judges the reserve capacity and international competitiveness of sci-tech talents in China. It is proposed that China should reduce the gap with the United States from five aspects, such as increasing the investment of scientific research funds in universities, enhancing the attraction of international sci-tech talents in universities, so as to gradually catch up with and surpass the quality of sci-tech talents in universities, and realize the great goal of building China into a scientific and power in the world.

As an important part of the personnel reform at higher education institutions in China, the implementation process of the “up-or-out” system has been accompanied by disputes and even doubts. The uncertainty of the nature of the “up-or-out” contract leads to significant differences in judgments. In the dimension of the relationship with teachers, higher education institutions are not authorized by laws and regulations. They and teachers are civil subjects with equal legal status, and the “up-or-out” contract does not have the public nature. Therefore, the “up-or-out” contract disputes can not be solved by administrative litigation, but by civil litigation. Based on the legal nature of labor disputes, we should abide by the system of “one mediation, one arbitration and two trials” in the procedural arrangement.

In order to cultivate high value-added talents in vocational fields, the South Korean government attaches great importance to the construction of professional degree graduate education, so as to meet the needs of the labor market and provide sufficient human capital for the development of the country. By systematically arranging the history of the establishment and adjustment of professional degree graduate education categories, projects and scales in South Korea, and starting from the two key elements of driving mechanism and framework features. This study analyzes and concludes that the driving mechanism lies in the process of mutual game, adjustment and cooperation between the government, the market, and universities. The characteristics of the establishment and adjustment of the framework are legally standardized, relatively autonomous, and dynamic and flexible. This provides a useful reference for promoting the standardized, independent, dynamic and characteristic development of professional degree graduate education in China.

The “application-assessment” system has become the general method of the admission of doctoral students in China. It is necessary to figure out the core competence in the doctoral entrance examination to select high-quality doctoral students. This study analyzes the 2021 “application-assessment” enrollment policy text of 42 first-class universities of the world, using an analysis software, Nvivo 11, based on the grounded theory to construct the core competence framework of academic doctoral students. In conclusion, the core competency framework of academic doctoral students includes 3 dimensions, 5 core literacy and 29 basic requirements. Specifically, professional and general knowledge is the foundation, political attitude, academic interest and ambition are the directions, and scientific research ability and innovation potential are the core. The enlightenment for future academic doctoral student enrollment lies in: First, quantitative indexes are not the only and absolute criterion to evaluate research ability, while more attention should be paid on soft power assessment of academic interest, character and potential; Second, cooperative research is an important internal motivation to academic innovation, thus the evaluation of cooperation ability of doctoral students should be emphasized; Third, the evaluation of interdisciplinary ability of doctoral students should be strengthened as the training of interdisciplinary talents is a trend.

Through the statistical analysis of vocational education journals in China, it is found that vocational education has formed a research field that has begun to take shape and gradually stabilized, and the quality of journals is gradually optimizing. The interaction relationship between institutions, researchers and journals has stabilized. Public undergraduate universities and public higher vocational colleges produce most of the publications. The aggregation and leadership of the “Double First-Class” construction and “Double High Plan” construction universities in the vocational education research ecosystem has initially taken shape. Authors with senior or intermediate academic titles produced more papers. The vocational education researchers have a source diversity and obvious regional characteristic, and the role awareness of core participants has increased, and the proportion of fund supporting is relatively high. The research hotspots of the papers present the characteristics of the equal emphasis on traditional issues and policy hotspots and the research interest for traditional issues remains stable.

High-level opening-up puts forward realistic requirements for the educational objectives and content of international talents of higher vocational colleges. This article defines the connotation of compound international talents from three dimensions of specialty, language, and culture, analyzes problems of poor pertinence, insufficient faculty reserves, and imperfect guarantee mechanisms in the cultivation of compound international talents of higher vocational colleges, and proposed training paths such as establishing a targeted cultivating curriculum system, building an international faculty team, and further improving the guarantee mechanism for international talent cultivation.

High-level talents play a soul role in the beautiful vision of “upward mobility” for local universities. In order to inquire the realistic situation about the introduction of high-level talents in local universities, based on the theory of social practice, three group images of the “sender”, “receiver” and “influencer” of the talent introduction signal were drawn through interviews with 18 managers, high-level talents and local talents of N University. Adopting the logic of “Motivation tracing-Influencing factors-Attitude tendency” for inquiring and the clue of “Field-Capital-Habitus” for analysis, the question of how the local universities generate their decisions for talent introduction is explored. It is found that local universities have problems as “Imbalance of order” in talent introduction, “Lack of integration” in internal and external relations and “capital preference” oriented alienation. In their introduction of talent, attention should be paid to highlighting the “standardized” talent introduction mechanism, implementing the “integrated” cultivation system, building a “harmonious” academic ecology, forming a “reasonable” capital distribution, and debugging within the field and the scope of ability.

Talent training is the foundation of a university, and the talent training model is the core competitiveness of a university. Driven by the modernization of university governance and the connotative development goals of higher education, the sustainable development of university talent training mode is an important task for Chinese higher education at present. By constructing a theoretical model of university talent training mode, this research connects four typical talent training models in the United States, Germany, the United Kingdom, and the Soviet Union, and clarifies the advantages and disadvantages of different talent training models. Based on the analysis of the talent training model of global universities, and based on the existing disciplines, departments and talent training characteristics of Tsinghua University, this article proposes a strategy for integrating Tsinghua University’s discipline layout and talent training. This article aims to explore the university talent training model that takes root in China and integrates Chinese and foreign countries, integrate major national strategic needs into talent training and discipline layout, and provide all-round talent support for the strategy of rejuvenating the country through science and education.

The comprehensive reform of college entrance examination has adjusted the enrollment mode, admission batch and voluntary application of vocational education, which makes the enrollment mode of higher vocational education more diversified and the enrollment standard more focused on the comprehensive evaluation, the structure of students’ source is different, the number of majors, the number of students enrolled and the composition of students’ source are obviously changed In the context of the “vocational college entrance examination”, the vocational education examination still faces difficulties and challenges such as the lack of obvious characteristics of the type of education examination, the weakening of the assessment of vocational skills, and the limited scale of the undergraduate vocational education, it is necessary to further deepen the reform of the classified examination, to establish the entrance examination system compatible with the“vocational college entrance examination”, to perfect the vocational skill examination, and to solve the contradiction between the setting of the examination subjects and the low matching degree of the professional training standards, we will deepen the reform of the first-tier vocational education system, vigorously promote the integration of General Vocational Education and accelerate the development of vocational education at the undergraduate level.

Since the founding of the People’s Republic of China, with the reform of external economic system and management system, the salary system of university faculty has undergone four important reforms. The last one is the reform of performance-based pay, which aims to establish the distribution autonomy of universities and the basic role of performance in wage distribution. Statistical analyses of 2007 and 2018 survey data of university faculty found that the structural factors such as the level of university, the region where the university is located and the of discipline had the stronger influence on faculty’ salary. In recent years, due to multiple factors, universities have introduced highly targeted and biased income distribution methods, such as high scientific research bonuses and annual salary system for outstanding positions. Universities have formed a pattern of income distribution, which rewards scientific research performance heavily, highly skewed distribution and multi-track parallel distribution, leading to the widening of the individual gap in faculty’ income. In the future, the government should broaden the total amount of performance pay in universities and improve the macro-control system of wages; universities should establish an income distribution system that matches the appointment system for positions.

Yang Xianjiang is a Marxist education theorist. He has been committed to the exploration and development of the Sinicization of Marxist educational thought in his long-term revolutionary activities and educational practice. He has written works such as New Education Outline and ABC of Education History, spreading Marxist educational thought; he guided students to participate in the revolution, formed the idea of “whole life guidance” and promoted the all-round development of young people. Pan Maoyuan is one of the earliest scholars in China studying Yang Xianjiang’s educational thought. In the process of studying, Pan Maoyuan went through two stages, that is, Yang Xianjiang’s “revolutionary” thought and “whole life guidance” thought, and made outstanding contributions to inheriting and carrying forward Yang Xianjiang’s educational thought. Under the influence of the “Xianjiang Spirit”, Pan Maoyuan continued to combine Marxist thought with the reality of higher education in China, solved various contradictions and crux of the actual educational practice, and constantly opened up a new realm of Chinese and contemporary Marxist educational thought.

The paper developed its argument based on one of the main characteristics of universal higher education - the expanding variance of student body. It examines the variance of student body in regards of its history and status quo, social-culture background, and region and individual dimension. It suggests that universities should focus on increasing the provision of courses, enriching curriculum types and reforming program. This paper then analyzes the paths for universities to deepen educational reform, in particular how the reform of program will bring challenges to teaching and management in higher education. Also, it addresses the significance and value of reforming program to cultivating innovative talents and promoting students’ personalized development.

The participation of high-level comprehensive universities in teacher education is an important policy guidance and practical needs of current reform and development of teacher education in China. In the past 30 years, the policy guidance of the participation of comprehensive universities in teacher education has undergone a process of strengthening, and from general advocacy to strong support. However, the policy guidance is not consistent with the actual impact. One of the core factors is the problem of the identity of high-level comprehensive universities participating in teacher education, including the self-identity and public identity of high-level comprehensive universities participating in teacher education. The value recognition of self-identity includes both the consideration of “personal self”—universities’ own interests, and the responsibility of “social self”—national and social responsibilities. The degree of self-identity depends on the cognition of the reliability of the function and impact of teacher education.As for public identity, government identity and other social identities are not synchronized sometimes. The former is higher, whereas the latter depends on the achievement of goals and fulfillment of social expectations of high-level comprehensive universities’ participation in teacher education. Whether self-identity or public identity, it is necessary to seek common cognition of the basis and advantages of high-level comprehensive universities’ participation in teacher education. The bottom line to improve the identity of high-level comprehensive universities’ participation in teacher education, by finding out the way to convert this common cognition into the hallmark of the practice of teacher education, which is sticking to the path and bringing forth new ideas to teacher education by adopting high-level comprehensive universities’ advantages and compensate their shortages.

Academic undergraduate education has been developed into a set of undergraduate education system with the main goal of cultivating research-oriented talents, which has the characteristics of non-functionality, interdisciplinary integration and sustainable development. It pays more attention to basic theory teaching, scientific research method training and innovative ability cultivation. Practical undergraduate is one of the basic modes of talent training in modern higher education, with the main goal of training applied talents. Practical undergraduate has the characteristics of focusing on practice-based purpose, technology orientation and specialty education, which pays more attention to technical education and training, cultivation of ability to solve practical problems, and cultivation of engineering technology awareness and professional ethics. Vocational undergraduate is a sub category of the practical undergraduate, which is an education to cultivate vocational high-level technical talents. Its characteristics mainly include: vocational orientation, complexity of technical skills training, and connection between teaching and production. Vocational undergraduate education pays more attention to cultivation of vocational advanced ability, on-site practical teaching and cultivation of vocational quality.

Education assessment needs to return to the essence of education. The learning assessment of undergraduates can not only improve teaching, but also promote the holistic development of students. Nowadays, learning assessment of undergraduates is integrated with the concept of assessment as learning, and the assessment content pays more attention to learning literacy of undergraduates, assessment methods have shifted from managerialism to constructivism, with more emphasis on establishing the alignment of teaching and assessment. In view of the current cutting-edge trends of learning assessment of undergraduates, reflect on the challenges faced by learning assessment of undergraduates in China, and put forward suggestions for improving learning assessment of undergraduates in the future: updating the assessment concept, establishing the alignment of teaching and assessment; attaching importance to learning literacy of undergraduates, and continuously improve learning ability of undergraduates; changing teaching assessment strategies, put learners at the center of assessment; balancing the internal and external tension of learning assessment of undergraduates.

The establishment of vocational undergraduate education has caused the squeeze and challenge to the running of vocational college education. However, vocational college education is still the main body of modern vocational education system from the perspective of policy direction, industrial structure demand, modern vocational education system element division, international vocational education experience. In the face of squeeze and challenge, vocational college education needs to compete with vocational undergraduate education in dislocation, the core is the dislocation of talent training objectives, that is, vocational college education is positioned at specialized skills, vocational undergraduate education is positioned at professional skills. Vocational college education should carry out the dislocation design of curriculum content based on the comparison of the work content characteristics of the two types of skilled personnel. In order to give full play to its main position, the key to the next development of vocational college education is to strengthen the characteristics of running schools and improve the quality of running schools. The specific idea is to strengthen its own school-running characteristics based on orientation, specialty and personnel training process; In addition, we should improve the quality of education in standardizing the specialty setting, deepening the curriculum construction, and digging into the function of school-enterprise cooperation in educating students.

Improving the innovation capability in science and technology of undergraduates in lower grade is an important starting point for improving the quality of talent training in colleges and universities. By establishing the influencing factor model of scientific and technological innovation ability of undergraduates in lower grade and starting with a questionnaire survey, this study explores the effects of students’ own characteristics, tutor guidance and school organization guarantee on scientific and technological innovation ability of undergraduates in lower grade. The results show that the three factors have a positive impact on the innovation capability in science and technology of undergraduates in lower grade, and there is a two-way positive impact among the three factors. Accordingly, this paper puts forward specific measures to improve the scientific and technological innovation ability of lower grade undergraduates from three aspects: enriching the forms of participation, strengthening the interaction between teachers and students and increasing support for students’ scientific and technological innovation.

“Market-oriented, practice-oriented and everyone-oriented” is the basic orientation of high-quality development of modern vocational education. As an institutional innovation that reflects the characteristics of vocational education in the new era, 1+X certificate system plays an important role in enhancing the function of employment education, strengthening the characteristics of practical education and promoting the construction of lifelong vocational education system in the process of realizing “three orientations” in vocational education. However, the study found that during the three years of pilot project, the system was mainly faced with practical difficulties, such as doubt of the value of certificates, insufficient support of teaching resources and lack of standards related to credit banks. In order to ensure the high-quality implementation of 1+X certificate system, in the process of operation, the 1+X certificate system needs to make innovations and breakthroughs in the aspects of quality assurance mechanism construction, teaching resource elements construction, and credit bank related standards formulation.

Since the 1970s, the protection of the rights and interests of contingent faculty in American universities has become an important issue that plagues the development of American academic profession. Contingent faculty couldn’t enjoy the same status and treatment as tenured faculty , which affected their enthusiasm for teaching and the quality of student training, caused people to worry about the decline of teachers’ level and teaching quality in higher education. The AAUP has played an important role in safeguarding the rights and interests of contingent faculty and maintaining the quality of higher education by guiding universities to standardize the standards and procedures for the appointment of contingent faculty, publishing the condemnation list to punish violations in universities and establishing academic community of faculty for collective rights protection. The experience of AAUP is worth our reference.