THE CURRENT SITUATION AND PROSPECT OF STUDY QUALITY EVALUATION RESEARCH IN CHINA IN THE LAST 10 YEARS

With the deepening of China's educational reform, the evaluation of teaching quality has become an important aspect of teaching reform.And the evaluation of students'learning quality is an important part of teaching evaluation. Research on it will help to improve the teaching quality of our country and promote the overall improvement of students' morality, intelligence, physical fitness and beauty.Therefore, this study takes 108 literatures related to the study of learning quality evaluation in China as the research object, uses content analysis method, carries out statistical analysis on the annual number of literatures, Journal distribution, author status, paper influence, research content, etc., analyzes the current situation and existing problems of the study of learning quality evaluation in China, and puts forward the need for further deepening.On the basis of these questions, possible future research directions are proposed.


INTRODUCTION
The evaluation of students' learning quality refers to the value judgment activities which take students' learning as the object (Pierce, Stacey, & Barkatsas, 2007), take certain learning values as the guidance, take the realization of talent training goal as the core (Arumugham, 2019), and make objective and scientific evaluation and judgment on the effect, quality and development level of students' learning (Yi, Ying, & Wijaya, 2019). At present, the study of learning quality evaluation is not only an important part of measuring students' learning effect (Wijaya, Dewi, Fauziah, & Afrilianto, 2018;Yi et al., 2019), but also an important part of evaluating teachers' teaching effect (Wijaya, Ying, & Purnama, 2020).
However, in the face of diversified learning environment, rapid information change (Andini, Mulyani, Wijaya, & Supriyati, 2018;Cunhua, Ying, Qunzhuang, & Wijaya, 2019), the problem of learning quality evaluation has gradually revealed, which indirectly affects the quality of education In the past ten years, the research on learning quality evaluation has made rapid progress (Hutajulu, Wijaya, & Hidayat, 2019), and gradually attracted the attention of researchers.
The current situation, development and research of learning quality research in China have made some achievements (Fachrudin et al., 2019;Malinen, Savolainen, & Xu, 2012), but there is no systematic conclusion.
Therefore, this paper further analyzes the current situation and existing problems of learning quality evaluation research in China. It mainly reflects on the following three aspects: high-quality research papers need to be further improved (Kulsum, Hidayat, Wijaya, & Kumala, 2019), researchers need to further strengthen their cooperative exploration, and research fields need to be further expanded (Sukaesih, Ridlo, & Saptono, 2019). In this paper, the author puts forward some future research prospects, such as realizing the combination of qualitative and quantitative learning quality evaluation, broadening the research field of learning quality evaluation, strengthening the empirical research of learning quality evaluation, and paying attention to the diversity of learning quality evaluation.

METHOD research samples
In CNKI advanced search column, select key words and title and input "learning quality evaluation", and input "2010-2019" in the year. A total of 110 relevant journals were retrieved. still a concern of researchers, but the attention has significantly decreased, so the study of learning quality evaluation should be further strengthened.

Distribution of Published Journals
The 108 selected papers are distributed in 84 journals, which shows that the study of learning quality evaluation has a wide range; on the other hand, although the number of journals is large, the number of journals is 1.2, so it can be seen that the study of learning quality evaluation is still an area of less attention in the field of education research.
Among them, the distribution of journals with more than or equal to 2 papers is shown in Table 1:

Proportion and distribution of core journals
Among the 108 selected literatures, 11 were published in core journals with higher academic level, less than 14% of the total literature. It can be seen that the current research papers on learning quality evaluation in China are less published in core journals, and the specific distribution of journals is as follows (see Table 2).

Author information
The author's academic literacy is the key factor affecting the research results. Statistical analysis of the author can reveal the distribution of the core authors and authors in this field. The author analyzes the author's situation of the study on the evaluation of learning quality in China from the perspective of the core author and the coauthor.
Price proposed a method to identify core authors (Ding Xuedong, 1992 Table 3.

Analysis of paper impact
The frequency of citation is an important index to measure the academic quality and influence of a work . The higher the frequency of citation, the greater the academic influence. In order to show the distribution of citation frequency of a paper more clearly, the number of citations will be divided into three grades on average after ranking from high to low. The distribution results of citation frequency of a paper are shown in Table   5. to 17 times, accounting for 7.41% of the total number of papers.It indicates that the proportion of highly influential papers is not high.
The following lists the relevant information of the 8 papers cited in the third grade. The details are shown in Table 6. A paper may use more than one research method. In the analysis of this dimension, the main research paradigm of the paper is selected for analysis, and the statistical results are shown in Table 7. This dimension of research object analysis is further subdivided on the basis of research areas, the specific statistical results are shown in Table 9.   Table 10.  Therefore, in future research, such asIn terms of evaluation methods, it is not only written tests, but also other evaluation methods, such as growth record bags, situational tests, behavioral observations, experimental tests and so on. In terms of evaluation subjects, in addition to teachers'evaluation, group mutual evaluation and students' self-evaluation can also be added.
Fourth, to achieve a combination of qualitative and quantitative evaluation of learning quality. In the current study of evaluation of learning quality, some key skills of students, such as computing ability, drawing ability, etc., are mainly evaluated by quantitative methods, while essential qualities are evaluated by qualitative methods, which are relatively single. Therefore, in the future research of evaluation of learning quality, qualitative and definite can be applied.Quantitative evaluation methods, such as core literacy evaluation, should be combined with qualitative evaluation of essential qualities and quantitative evaluation of key competencies.
Portfolio method, interview method and other methods can be used for essential qualities, and test method for key competencies.