[1] 中华人民共和国教育部一流本科教育宣言（“成都宣言”）[EB/OL].2018-06-22/2019-01-20. http://www.moe.gov.cn/jyb_xwfb/xw_fbh/moe_2069/xwfbh_2018n/xwfb_20180622/sfcl/201806/t20180622_340649.html.[2] 中华人民共和国教育部关于加快建设高水平本科教育全面提高人才培养能力的意见[EB/OL]. 2018-1008/2019-01-11. http：//www.moe.gov.cn/srcsite/cslm1/201812/t20181221_364426.html.[3] Chen, V. (2015). “There is No Single Right Answer”: The Potential for Active Learning Classrooms to Facilitate Actively Open-minded Thinking. Collected Essays on Learning and Teaching, VOL. VIII.[4] Wilson, LVE., & Sipe, S.R. (2014). A Comparison of Active Learning and Traditional Pedagogical Styles in a Business Law Classroom. Journal of Legal Studies Education, 31(1)：89–105.[5] 吴艳，陈永明．大学课堂教学的现状分析及思考- 基于全国十所高校的实证调查［J］．高教探索，2015，（11）：88-93.[6] 李松林．实行深度教学， 推动大学课堂教学改革［J］．中国高教研究，2012，（22）：36-38.[7] 龚放．聚焦本科教育质量：重视“学生满意度”调查［J］．江苏高教，2012，（1）:1-4.[8] Mo, Y., Han, X. M., & Liu, Y. (2014). Effects of Chinese University Students’ Academic Achievement and Course Satisfaction on Their Ratings of Teachers’Instruction. Journal of Educational Technology Development and Exchange, 7(1), 67-77.[9] Zerihun, Z., Beishuizen, J., & Van Os, W. (2012). Student Learning Experiences as Indicator of Teaching Quality. Educational Assessment, Evaluation and Accountability, 24：99-111.[10] 毕家驹．2007. 高校内部质量保证工作：学生评教［J］．高教发展与评估，25(3)：31-39.[11] 陈国海．2001. 我国高校“学生评教”研究综述［J］．高等教育研究学报，24(1)：30-32.