Firstly, the content lacks scientific rigor. Based on relevant documents from the Ministry of Education, schools currently evaluate students’ comprehensive quality mainly from aspects such as ideological and moral qualities, cultural and scientific qualities, innovative spirit and practical abilities, physical and psychological qualities, and have set corresponding secondary indicators. However, through analysis of these indicators, it is found that the evaluation criteria are relatively vague, and the setting of indicators is incomplete, unable to fully interpret the comprehensive quality of students.