Research On Program Of Graduate Education In China

Program is the media to fulfill educational aims and the key to ensure and improve educational quality. In the dissertation, program is divided into the static state and the dynamic state, and includes two levels of the whole and the individual. The author walks the logic road of status analysis — topic defining — problem solution, by adopting the synthetic methods of investigation, systematic analysis, facts analysis and value evaluation, thus makes a systematic and profound exploration into the graduate program, for the purpose of establishing a scientific and suitable system.The exploration covers five parts. As the introduction, The first part clarifies the cause and meaning of the topic, reviews the relating research home and aboard, defines some key concepts of curriculum, program, the structure of a program, group program and individual program, as well as make the explanation of the four inscapes in the graduate program. In addition, the scope of research, notions concerned, methods adopted, creative viewpoints and shortcomings are also mentioned.The second part is Chapter Two, which discusses both the achievements and problems in current Chinese graduate program, based on undertaking the frequency analysis and variable correlation analysis of three types of questionnaires towards master candidates, doctoral candidates and supervisors. Hence three problematic issues in current system are presented, namely less folding of the rationale of education, difficulty in building personalized knowledge structure, and the empirical-orientated design of the program. They respectively lead to an graduate program unreasonable, unadaptive and unscientific, so the aim of the research is how to construct a scientific, reasonable and personal-adapted graduate program.The third part, Chapter Three, explores the fundamental theories of hypostasis, epistemology and methodology based on which the scientific and reasonable program could be fundamentally built. This part also elaborates why 'academic and exploring', 'constructivism' and 'curriculum deliberation' could be regarded as the relating theories respectively, and what demands and implication of each theory on the construction of a graduate program.The fourth part consists of Chapter Four and Five. Based on three theories mentioned, this part makes an exploration into goal, structure, implementation and evaluation, four elements in the graduate program. The goal can be set from the three-dimensional framework made up of personality, knowledge and capability. Not only formalized structure but also substantial structure of the graduate program is worthy of emphasis, adjustment and improvement. In the process of implementation, aiming at forming "a field of exploration", more attention needs to be exerted on active curricula rather than discipline curricula, to after-class implementation than in-class one. On the evaluation of the program, feedback function is stressed as well as the process evaluation. Stress of the four elements is aiming at building a group-oriented, scientific and reasonable graduate program.The fifth part is Chapter Six. Firstly, the author argues that research in a graduate program should dig into the individual level rather than the group level, hence forming an individualized graduate program adaptive to the needs of each student. Secondly, as to construct an individualized graduate program, the notion of "interrelation and crystallization" is put forward, based on which, the construction of such program emphasizes individual experiences in the start of the design, stresses the students' personalized development in the curricula development, and treats the personalized knowledge structure necessary to achieve the goal. In the end, the author concludes that diplomatic dissertation can be regarded as the key role, and 'Three-Dimensional' of space structure and 'The Double Helix' of time structure as effective styles, in order to construct such program.