Abstract: The "Five Only" policy in Teachers’ professional title evaluation of colleges and universities hindered the growth of talents, dampened their enthusiasm for work and overemphasized scientific research contributions, thus misleading the evaluation standards and ignoring the potential of teachers. The phenomenon of "Five Only" led to various drawbacks in professional title evaluation, in that much more emphasis has been laid on scientific research, quantities of published articles and levels of titles etc. rather than teaching achievements, the quality of articles and the real contributions to discipline construction. The independent evaluation of professional titles should be based on both integrity and professional competence while giving greater priority to the former, implementing both classified and multiple evaluation systems and innovating the evaluation items, contents, and process. In addition, this work can be carried out through network to improve the efficiency, and the supervision system together with corresponding measures should be reinforced at the same time. Through these reforming methods, the problems caused by the "Five Only" can be eliminated and an effective professional title evaluation system centered on moral, ability and performance will be established.