Innovation Research On The Training Mode Of Masters In Research Agricultural Universities

As the middle-level or high-level education in higher education, the essential characteristics of postgraduate education of masters is the typical nature of professional, zetetic and cultivating elites, which is the main channel of fostering high-level and creative talents as well as the link of innovation of knowledge, science and technology. This research mainly uses research agricultural universities as a background and its core is the spirit of improving the quality of cultivation of masters put forward by our country's development outline for the years between 2010 and 2020. It follows the rules of higher education and talent cultivation, adopts the methods of documentation study, case study and comparative research, and explores the reform and innovation of training mode of masters in our research agricultural universities.Our country is in a critical period of accelerating the mode of economic growth, improving international competitiveness and building a well-off society and socialist new countryside in an all-around way. Since carrying out graduate students'professional degree education in 1991, in order to meet the social demand of compound and applied type of high-level talents, the types of our country's professional degree graduate education is increasing, the training scale is expanding, the important role of cultivation of professional degree and high-level applied type talents is also increasingly highlighted. Professional degree and academic degree are two completely different kinds of forms of personnel training mode, and differ greatly in training targets, admission forms, training methods and quality control. The supporting strengh of our state's relevant policies, the internal driving force of the development of agricultural economy, the core competitiveness of schools'development and the innovation of talent training mode itself provides the source of power for the innovation of training mode of masters in research agricultural universities.Take China Agricultural University, Nanjing Agricultural University, Huazhong Agricultural University and Northwest Agriculture and Forestry University for example. Examining the current situation of training modes of masters in our country's research agricultural universities, it can be seen that, on the one hand, the training types of masters in our research agricultural universities is increasing gradually, training scale expands unceasingly, with increasingly diverse forms of training and improved training conditions, on the other hand, many problems still remain in terms of objective orientation of talent cultivation, quantity and quality of students as training objects, quantity and quality of tutors as training subjects, training methods, training management and training evaluation.By means of analyzing the training mode of masters of American "professional type" and "cooperative type", " Germany teacher and pupil type "and Japanese " integration of production, goverment officials and eduction" research universities, the revelations we get from the reform and innovation of foreign training mode of masters can be summed up as follows:" adhere to reform and innovation, and constantly improve the degree system, base training targets on national conditions, base on social needs, expand enrollment form and channel, innovate teaching methods, promote joint training of talents, share social resources, innovate the mode of management, establish the management ideas of open, interactive and harmonious, create favorable academic environment, and promote masters' ability of innovation.Several suggestions on the training mode of masters in research universities are proposed, which are setting up the cultivation idea of "the pursuit of excellence and be bold in innovation", setting the training objective of " distinct gradations and prominent superiority", creating the training platform of " resource sharing and interactive management", practicing the cultivation mechanism of "market-oriented and quality-centered" and building the training environment of "happy learning and healthy developing, etc. "Finally, I have summed up the main conclusions of this paper, the research characteristics, research gaps and research prospects in conclusion.