A Survey On Graduates' Major Study After Class

Graduate education is undergraduate research the main features of the high-level professional education after undergraduate, which is to cultivate people who has the spirit of seeking truth and mastery the methods of high-level professionals. In accordance with the provisions of postgraduate course of study time is only one-third of the entire post-graduate stage, the remaining two-thirds are discretionary time, the purpose is to give full play to their initiative and self-consciousness, using the time to go to extra-curricular understanding, digestion, applications, because the course of study only to professional knowledge frameworks, research methods and cutting-edge dynamic has played the role of guidelines and wizards. Only major study after class and classroom learning combined expertise can be internalized into a graduate student's own knowledge and ability. Therefore, the major study postgraduates is the most important stages of learning. It plays a vital role on Graduate Education.For the postgraduate major study research, they are including major study after class time, study motivation, the characteristics of postgraduate studies, the ways and means of study as well as the influencing factors of study, but systematic study of the postgraduate major study after class is very few. So the research take the postgraduate major study after class as a object. The research take a investigation in the eastern, central and western five universities, in order to understand the major study after class motivation; major study after class attitude, major study after class motivation behavior, major study after class experience. After data analysis, the conclusion is as follows:First, the graduates are interest in their expertise, but the extra-curricular professional learning motivation utilitarian. Survey 62.5% of the students in major study after class is to enhance the personal qualities to increase the employability and competitiveness as the main purpose.Second, the graduate students in extra-curricular emphasis on professional learning, professional learning initiative, but is not strong.50.7% of the graduate students recognize the importance of major study after class, but the extra-curricular professional learning initiative was not strong enough, there are 31.7% of passively for the completion of work or tasks to carry out major study after class.The third, post-graduate professional study of consciousness and behavior inconsistency exists between, but 40.3% of the execution of the plan is not strong. Post-graduate-school to learn the main, but the extra-curricular professional learning time is not entirely for learning professional, recreational activities in the extra-curricular activities accounted for 27.7%.Fourth, extra-curricular activities in grades, there are significant differences between discipline. A grade-school professional learning more than the second grade, p value of 0.003 (p <0.05); the second year of major study after class is also less than the second grade, p value of 0.003 (p<0.05); a low-grade social practice activities in the third grade, p value of 0.01 (p<0.05). The professional arts and science than in arts, sports and more inclined to entertainments. The p-value of liberal arts and science is 0.389 (p> 0.05); the p-value of arts, sports and professional and liberal arts is0.007 (p<0.05); the p-value of arts, sports and science is 0.036 (p<0.05).Fifth, the science and engineering graduate students with the literary body of extra-curricular learning spaces are different.59.1% of science and engineering graduate student primarily as "a laboratory or studio" for major study after class, while 34.1% of the main cultural body of graduate students to "bedroom" as a venue for major study after class.Sixth, the "reading to read data" 25.7%, "lectures to attend an academic conference" 18.9 percent and "doing extra-curricular professional operation" 11.9 percent of graduate students the main form of extra-curricular professional learning.27.7% graduate students way of learning has changed dramatically, but 85.5% do not pay attention to collaborative learning.Seventh, the graduate students for major study after class satisfaction is not high, the satisfaction of only 25.1%,40.8% in the face of difficulties are not good to the teachers and students looking for help.Eighth, "poor self-control, learning management is not satisfactory," 13.2%"The teacher in my school are not motivated to carry out relevant aspects of extra-curricular learning" 11.7%"poor learning atmosphere surrounding environment," 11.3%, "learning resources can not meet the extra-curricular professional learning needs," 11.0% are affecting their extra-curricular professional learning and ineffective the main factors.By the above findings suggest that the major study after class is not good, Based on the above analysis of this study was made to improve the status of Master-school professional study strategies, is necessary to raise the quality of graduate students; 2 attach importance to building the ranks of teachers; 3 is to improve the school building.The creation of this study is directly focused on the specific scope of extra-curricular professional learning,not the the whole range of learning. The form and place of Major Study are concered more in the study. Useing self questionnaires to comprehend the situation of major study,.so that we can put forward countermeasures against the proposal. In this study, managers of university can promote the guidance and supervision of major study. The tutor can improve the strategies of instruction. It can enrich and improve the postgraduate' theory of learning and teaching.Keywords:Graduates; After Class; Major Study...