Research On The Training Mode Of Full-time Education Master Based On Cooperative Innovation

In order to speed up the structure adjustment of graduate education, to improve the education system of professional degree, to realize the classification of postgraduate education. China decided to hold a full-time professional degree education As an important part of innovative talents, graduate education includes knowledge transfer, knowledge innovation and knowledge conversion, the training process has been far from a single body can bear, the innovation consciousness cultivation and innovation ability improvement of graduate students need more broad practice area of time and space. Influenced by the German mentoring and American professional postgraduate training pattern, the education training mode of full-time education master was self enclosed in the era requirement under the construction of national innovation strategy, disciplinary barriers became the main obstacles of innovation spirit and overall quality of full-time Master education, it is hard to meet the needs of high quality teachers in basic education area and the mission of teachers’ professionalization. As to the status quo of China’s culture of full-time education master degree at present, there were some problems such as embarrassment of identity in different degrees, cultivation mode of the same, the absence of discipline cooperation, industry responsibility wanes and the lack of social security. Therefore, the deep cooperation should be carried out by university, research institutions, the administrative department of education and the high quality school of primary, middle and high school, multi-subject, multi-elements of collaborative innovation training mode has became the era demand of full-time Master of education development.The collaborative innovation training mode of full-time Master education is to promote the effective convergence of resources and elements in full-time Master’cultivation by breaking through the innovation of system barriers, breaking the closed boundary of major and discipline in the condition of university and scientific research institute changing "wall autism", so as to let the cultivation subjects to fully release the innovation elements vitality, philosophy, paradigm, method to realize the depth of cooperation concept, model and method. The collaborative innovation training mode of full-time education master’s was characterized by the cultivation of innovative strategic, open innovation system, public innovation value, the win-win of innovation bodies and Innovation resources complementary, achieve the common development of basic education schools and Universities. The basic object of collaborative innovation training of full-time masters were to bring forth new ideas, build the platform, optimize process, explore the mechanism, improve performance and create an atmosphere.Developed countries have formed the unique master of education training mode by hundred years of exploration and practice, in order to make the research with international vision, there compared the education types of master, training target, enrollment method of United States, Britain, Japan and Australia, based on the analysis of the characteristics of western master’s education by characteristic of the training scheme, flexible and varied courses, teaching system of experience participation, the coordination of tutor team, multiple strict degree evaluation method, the internal and external quality evaluation and guarantee system, and analyzed the revelation of western master’s professional development on education of the full-time master in our country by strengthening the construction of full-time master of education policies and regulations, building a multi-type multi-level system of master’s degree in education, exploring collaborative innovation of full-time master of education training mode, setting up the internal and external combination of full-time master of education evaluation system, etc,In order to deeply understand the current situation of full-time master education in our country, based on the eight dimensions of professional identity, training system, curriculum, teaching, teacher, dissertations, academic achievement, we investigated the present situation of full-time master’s education by questionnaire and interview in10universities they are subordinates normal university, subordinate comprehensive university, provincial normal university, provincial comprehensive university, university serving the special needs of professionals. The questionnaire survey results showed that the understanding and perception of professional degree of full-time master remained to be enhanced, the training objectives and quality structure of full-time master’ education should be thought deeply, the universities should thought how to increase the level and type of full-time master’ education, how to reform the enrollment mode, the collaborative innovation platform and mechanism of universities, government, industry and basic education of high quality school was not perfect enough. The education process of the full-time master should be optimized in time, practice teaching system was not adequately in curriculum concept, curriculum structure and curriculum content, practical teaching system is not adequately reflect the characteristics of the professional degree, there was lack the cohesion between vocational qualification certification, classroom teaching was the main form for most full-time master, while graduate students hoped to have more opportunity to practice, so there need to clarify responsibilities and strengthen communication between practice mentor and theory and mentor. Although all universities paid much more attention to the process’ monitoring, training links were relatively strict and standard, but there was lack of a more comprehensive, scientific and operational evaluation system, society and industry were lack of effective external monitoring and protection to the full-time master’s education.In collaborative training mode construction of full-time master’education, this study thought full-time master should be cultured as professional competency research teachers, universities should revise training plan and establish review mechanism of clinical application course by coordinating with industry experts, build interdisciplinary curriculum, teaching and scientific research platform, establish reasonable structure double tutors guidance of full time and part time combined, build a multivariate teaching system with guidance and experience complement each other, enhance the application guide and advocate a variety of degree thesis writing form, build optimization idea about promoting organic link between the cultivation of the full-time master and teachers’ qualification cultivating process optimization, build full-time master’ training platform emphatically for collaborative innovation from the elementary school cultivation workstation, professional development community, regional alliance and so on, establish full-time master’ developing information analysis and warning system from strengthening the quality’ guiding role in the full-time master’ resources allocation, improve the professional competence and ability, release quality report and evaluation results, accept social supervision and so on to establish education quality guarantee system of full-time master.This paper thought that mechanism was the basis for core elements of coordination education mode to run efficiently. This study based on the theory of "three spiral", non-zero and cooperative game theory, on the basis of fully consider the basic demands of stakeholders, this paper studied the dynamic mechanism of full-time master’ collaborative innovation training mode from the concept of guidance, strategic synergy and trust encouragement, this paper explored the support mechanism of full-time master’ collaborative innovation education mode from the organization and management, profit distribution, resource sharing and performance evaluation, etc, this paper discussed the safeguard mechanism of full-time master’ collaborative innovation mode from system design, resources inputs, cultural invasion and create atmosphere.