An Investigation On Graduate Students' Receptivity To Seminary Method Of Teaching

Classroom teaching plays a very important role in the course of cultivating postgraduates and helps improving the quality of postgraduates. Teaching method is the important part to realize teaching goal of all the factors of classroom teaching. Seminary method of teaching, different from unidirectional, vertical and mechanical traditional tuitionary teaching method, is a mutual teaching path where both graduate students and supervisors are subjects and they research and take discussion together. Seminary method of teaching has been widely used in postgraduate teaching of late years. This study tries to expand the receptivity study to graduate students. We will analyze the independent variables of the graduates'receptivity of Seminary method of teaching, and do some investigation to know how the factors influence the graduates for reference to the postgraduates classroom teaching reformation.We find that the graduate students'receptivity to seminary method of teaching can be divided into the following two independent variables according to documents and former researches: 1)the graduates'attitude to the seminary method of teaching; 2)the graduates'behavior intention of the seminary method of teaching.We interviewed 1100 graduates in Huazhong University of Science and Technology by self-made questionnaire. After the statistics and analysis, we find that: 1)the graduate students'receptivity to the seminary method of teaching is high; 2)the postgraduates'satisfaction to"teachers'attitude","learning effect","students number in classroom"are lowest of all the factors in teaching. 3)the 16 factors combine into 5 new factors which are"teachers","resources and environments","peer influence","abilities feedback"and"class attraction"; 4)regression analysis shows that"peer influence"is the most important factor of the graduate students'receptivity to seminary method of teaching.According to the results, we suggest that: 1) Teachers should transform the role and idea, deal well with the relationship of teaching and research. University managers should help formulate feasible"teaching assisstant"and"research assisstant"institutions. 2)to design good class projects to improve teaching and learning effect. 3)controling the number of students in classroom, encouraging smaller class teaching; 4)to strengthen study atmosphere construction to form research learning atmosphere.