Study On The Training Mode Of Graduates For Master's Degree In China

With the large-scale development of graduate education and the appearance of master's professional graduate education, the two types of postgraduates should have been trained differently with different training modes. But for the reasons of conceptions of graduates' education, cultivation cost, restriction of culture conditions, etc, the boundary of the two different types of training modes is indistinct in universities, which causes the confusion of training targets, qualitative point of view, curriculum and training patterns and has an effect on the quality. The study attempts to probe into the changes of teaching goals from historical perspective and analyzes the qualitative point of view of master's education, which has important guidance for training pattern and is the important theoretical support for the construction of scientific training pattern. Based on above works, it discusses how to construct a special dual-track postgraduate training pattern through documentation method, investigation method, comparative method, etc. in the hope of enhance the training quality.This study can be divided into four parts. In the first part, the background and purpose of the present study,the current status and thoughts and methods are introduced , with some concepts defined. In the second part, through elaborating the formation and alteration of china postgraduate training pattern and referring to some countries'experience, it analyzing some problems on postgraduate training pattern, which shows the necessity of reconstructing the china postgraduate training pattern. The third part analyzes the changes of teaching goals and the qualitative point of view master's education after the large-scale development of graduate education, which affords theoretical foundation for the construction of training pattern. In the forth part, it mainly probes into the construction of the training pattern for academic master and professional master namely dual-track pattern. This part is described from the following aspects, training target, curriculum setting, education process and quality evaluation.