The Comparative Study Of Full-time Professional Master And Academic Master

In2009, the Ministry of Education decided to recruit fresh graduates to expand the full-time for the master degree of students’limits, which is the major turning point in the development of our professional degrees process. In2011, the first professional masters that mainly cultivate fresh graduates had graduated. Thus, there are large number problems should be researched, for example, the training effect of the professional master that including achievements and problems, the differences between part-time and full-time professional master, past academic master’s and part-time professional master compared with what different, the evaluation of students, teachers and employers to the training form change. All of these relate to full-time professional master’s future development.This study based on the master’s history at home, abroad and the capital normal university, was mainly about questionnaire investigation’s empirical analysis, combined with interview and literature. It, through overall satisfaction, teaching activities, and education practice, teacher guidance, thesis writing, training effect six aspects, investigated the differences between full-time master of education and academic master. From comparative study, the following aspects are recommendable:conducting more fully education practice, constructing multi-level practice base, adapting to teacher’s professional development. But the following aspects should be improved:teaching form is relatively single, practical feature of curriculums is not clear; academic activities are limited, the ways to cultivate professional master’s research ability are lack of diversification; the instruments from tutor is commonly insufficient; the management lags behind the process of education practice. So the study suggest that, giving them more chance to participate in the research project, highlighting practical feature of curriculums; tutors need to innovative guide way and enrich guidance content; updating the graduate evaluation to conclude education practice, and promoting the healthy development of postgraduate education.