Actively carrying out mathematics academic quality evaluation is an inherent requirement to comply with the educational reform and development trend, and an important mission to cultivate the core competencies of mathematics and implement moral education, but the current academic quality evaluation has problems such as the restriction of the subject of evaluation, the solidification of the evaluation content and form, and the insufficiency of the subject’s ability to evaluate the academic quality. Accordingly, strategies are proposed to emphasize the diversification and specialization of evaluation subjects, non outcome evaluation methods, and the comprehensiveness and diversification of evaluation dimensions.