Promoting classroom revolution and accelerating the development of high-quality university teaching are inevitable requirements for the connotative development of China's higher education. University teaching evaluation has its own unique value in constructing a student-centered teaching paradigm, forming a competence-based learning paradigm, boosting teaching vitality and quality, creating a good teaching environment, and enhancing the legitimacy and publicity of teaching governance. In light of classroom revolution, there are many value deviations in the teaching evaluation at the universities in China, such as highlighting instrumental rationality while neglecting value rationality; making much of the function of selecting and grading while overlooking the function of developing; regulation inhibits teachers' autonomy in teaching, and unity weakens the complexity of classroom teaching. To return to true value, university teaching evaluation needs a moderate value shift, that is, value thinking changes from instrumental rationality to the organic integration of instrumental rationality and value rationality, value function changes from emphasis on the function of selecting and grading to the function of developing, value space changes from partial evaluation to overall evaluation, and value subject changes from single evaluation to diversified evaluation.