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A reasonable evaluation approach of bilingual teaching quality for numerical control technology is lacked at present. We build the evaluation model of bilingual teaching quality for numerical control technology based on the combination of analytic hierarchy process and fuzzy mathematical. Specifically, after determining the primary indexes and sub-indexes, the weight of each evaluation index is determined by AHP. Then, fuzzy comprehensive evaluation approach is established. Finally, the bilingual teaching quality is evaluated based on the model, and the direction and suggestions are put forward for the reform of bilingual teaching of numerical control technology according to the evaluation results. Introduction In recent years, bilingual teaching [1] has been practiced in more and more specialized courses in universities. The course of numerical control technology is developed in engineering colleges as a bilingual teaching demonstration course. Due to the lack of the experience in bilingual teaching filed and the influence of many factors, the quality of NC bilingual teaching in many colleges and universities has not achieved the desired goal. An accurate and fair teaching evaluation can reflect the teachers' teaching level, obtain comprehensive message of feedback, and improve the quality of teaching. It can points out that the science direction of reform in the future and promote the bilingual teaching mode of CNC to be perfect [2]. At present, the network evaluation approach is generally used to evaluate the quality of bilingual teaching in engineering colleges [3]. The total score can be calculated through the weight assignment of evaluation factors, then according to the total score to evaluate the quality of CNC bilingual teaching. As far as NC bilingual teaching, the traditional evaluation approaches mainly have the following deficiencies: a) Bilingual teaching is a kind of exploration and innovation in the teaching mode, the traditional teaching evaluation factors are not very suitable, which need to take the special evaluation factors into account. b) It is easily affected by the subjective factors of the participants using the questionnaire to get the weight of the evaluation indexes, which cannot accurately reflect the weight of evaluation index, exaggerate or reduce the effect of some indicators. So the weighting result has poor objectivity. c) The weight of the evaluation index is judged by expert group based on the experience, which has a certain degree of subjectivity. The weight of each evaluation index has a greater deviation compared with the actual situation because of lacks quantitative analysis as a basis. d) It is difficult to show how the evaluation course is in each aspect as the comprehensive result of evaluation is abstract. To sum up, the quality of bilingual teaching for NC is lack of proper evaluation system. It is urgent that we need a reasonable evaluation approach to reflect the quality of bilingual teaching for NC in university. Then, the comprehensive evaluation approach is established, which combine fuzzy comprehensive evaluation approach [4] with the approach of AHP [5]. It takes each expert subjectivity on weight value of evaluation index into account. Moreover, the new analysis approach 2nd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2016) © 2016. The authors Published by Atlantis Press 811 is adopted to calculate the index weight using the analytic hierarchy process (AHP). Finally, the quality for bilingual teaching of NC is evaluated by using the approach of the fuzzy comprehensive evaluation. Establish the quality evaluation model for bilingual teaching of NC Establish evaluation indexes for teaching quality: Many complex factors that affect the quality of NC bilingual teaching in Colleges and universities involve many aspects [6]. According to the special mode of numerical control bilingual teaching, the reasonable evaluation factors in the evaluation model are analyzed and determined. We determine the content of the evaluation index from five aspects of teaching mode, teaching condition, teaching attitude, classroom teaching and after-class teaching. After determining the relationship between the quality evaluation factors for bilingual teaching of NC, the evaluation indexes of teaching quality is established as shown in table 1. Table 1. The evaluation indexes of teaching quality Primary indexes Sub-indexes Teaching mode (U1) English teaching (U11) English and Chinese contrast (U12) Chinese dominant, and English auxiliary (U13) Teaching condition (U2) Faculty (U21) English level of students (U22) Selection of textbooks (U23) Hardware facilities (U24) Teaching attitude (U3) Full preparation, teaching seriously (U31) Concern and strict requirements of students (U32) Listen to the views of students, communicate with others in teaching methods (U33) Classroom teaching (U4) The content is rich, the viewpoint is correct (U41) Focus on the outstanding, reasonably detailed in class (U42) Combining the development of subject, introducing the latest achievements (U43) Encourage the interaction between teachers and students, improve the students' learning interest (U44) After-class teaching (U5) Homework of NC in English (U51) Discussion of curriculum design in English (U52) Examination of course is combined English written with spoken (U53) Calculate index weight by the method of AHP: AHP is a multi-objective decision analysis method which combine qualitative analysis with quantitative analysis. The evaluation indexes are quantified to obtain the weight of each evaluation index by this method. STEP1: The key step of the AHP method is to construct the comparison judgment matrix. The same layer indicators which impacts on the quality of teaching are compared with each other based on the influence on higher layer indicators, and the judgment matrix can be given. The comparison of factors in the same layer are paired, and a certain judgment on the relative importance of the factors in each layer can be given. The basis or source of these values is generally based on experts demonstrate the importance of various indicators, which is professional, objective and comprehensive. The method of 1-9 scale [7] is used to compare the evaluation indexes of all levels, and the majority principle is used to construct the judgment matrix U. The assignment criteria of the elements in the judgment matrix U is shown in table 2. Table 2. Scale definition Scale Definition 1 Equal importance 3 moderate importance 5 strong importance 7 demonstrated importance 9 extreme importance 2,4,6,8 Intermediate Values STEP2: After completion of the judgment matrix, the calculation of index weight as well as

Evaluating Bilingual Teaching Quality for NC Based on AHP-Fuzzy Comprehensive Evaluation Approach