DOI: 10.38007/978-1-80053-546-6

As direct participants and ultimate beneficiaries of teaching activities, students' perspectives on teacher evaluation systems and feedback mechanisms represent a profound exploration and practical reflection on the essence of teaching interaction. This analysis is grounded in students' genuine experiences both inside and outside the classroom, examining multiple dimensions such as the effectiveness of knowledge transfer, the suitability of teaching methods, and the inclusiveness of the classroom atmosphere. It focuses on both the concrete manifestation of teachers' professional competence and the implicit impact of emotional exchange on learning outcomes. The rationality of the evaluation system directly relates to students' perception and acceptance of teaching quality. Scientific evaluation dimensions can comprehensively capture the strengths and weaknesses in the teaching process, ensuring the solidity of basic knowledge transmission, while also addressing the achievement of core objectives such as thinking guidance and skills development, and demonstrating respect for and responsiveness to individual student differences. The feedback system, as an extension and implementation guarantee of the evaluation system, directly influences the direction and speed of teaching improvement through its operational efficiency and implementation effectiveness. Smooth feedback channels allow students' genuine thoughts and reasonable suggestions to be promptly conveyed to teachers and teaching management departments, while the effective transformation of feedback results can drive teachers to adjust teaching strategies and optimize teaching content, forming a virtuous cycle of teaching and learning interaction. In this process, the design of the evaluation system needs to balance objectivity and subjectivity. It must establish relatively unified measurement standards to ensure the fairness and comparability of evaluation results, while also allowing space for students' personalized expression, so that the evaluation truly reflects the learning experiences and growth needs of different students. The construction of the feedback system needs to consider both convenience and effectiveness. It must lower the threshold for students to express their opinions, encouraging more students to actively participate in feedback, while also establishing a clear feedback processing mechanism so that students feel their needs are valued and responded to, thereby enhancing their enthusiasm and initiative in participating in teaching evaluation. The unique value of the student perspective lies in its authenticity and relevance, capable of penetrating the surface of teaching methods to reach the core of teaching quality. Analysis from this perspective not only provides direct reference for optimizing the teaching evaluation system and improving the feedback system, but also promotes teaching activities in a direction that is more aligned with students' needs and more conducive to their growth, achieving mutual empowerment and common improvement in teaching and learning. 

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