Research On The Education Of Full-time Master Of Science In Physical Education Professional Graduate Students

Under the background of the reforming and setting of professional master degree in Physical education, the admission of the full-time professional master degree in Physical education started in2009, which gave priority to the fresh graduated undergraduate students. On the basis of classifying cultivations and optimizing the structure of the degree, total21of education institutions were approved to ad miss the full-time professional master of Physical education by the academic degrees committee of the State Council, and some of them started recruiting in the same year. By the end of2012, some of colleges and universities had enrolled two-or-three term postgraduate students in physical education, the cultivation of this major in all colleges and universities is under constant development and exploration, due to the training mode of schools is not uniform, what is the status quo of cultivating postgraduate in physical education, How to cultivate, what about the quality of training and whether the cultivating targets fit for cultivating objects, especially the employment situation of fresh-graduated students, became urgent concern among relevant postgraduates education institutions and the employers.however, specialized research in cultivating full-time professional master of physical education is still rare,which is not conductive to the improvement of the cultivating quality and increasing the rate of employment.This research in cultivating targets and training process of full-time master of physical education and its employment status, deeply analyze the outstanding problems that exist in the cultivating, and put forward new insights and improvement measures. Which is not only beneficial to realize the current situation of cultivating of physical education specialized master degree education in our country, deepens the understanding of this master education, clears classification and positioning of this specialized training targets; And also provides the beneficial reference for future practice of cultivating full-time master of physical education, to improve the training quality and increase the rate of employment. This thesis involves literature material, questionnaire survey, interviews and field observation to investigate and analyze the2010’master of physical education of the admissions process, cultivating target, training duration and curriculum, foreign language level, training mode and teaching practice, dissertation and the employment situation.drawing the following conclusions:(1) the enrollment of full-time master of physical education was given priority to fresh-graduated undergraduate students, and interdisciplinary students assumed a definite proportion; the particularity of candidates leads a gap between the training objects and training target and increased the difficulty of the training, but the cultivations’age is quiet young, and malleable. employment rate of2010’postgraduates was61.9%, comparing with other subjects, belonged to middle rate, but did not achieve anticipated ideal.(2) The training targets of each train unit set under the standard guidelines, but not according to the actual situation of the schools and the characteristics of professional field, led to training task ambiguous, no detailed training specifications as standard, most of the training unit in practice confused with the academic. Most of training institutions set training duration as two years, the teachers and students feel time limited, could not ensure training quality effectively; taking a three-year duration is relatively sufficient.(3) the majority of students consider curriculum structure is unreasonable, the proportion professional class is not high, that is not according to the characteristics of fresh-graduated undergraduate students, to strengthen the study of professional knowledge and skills; In addition, teaching contents and teaching methods were also found the following problems:Proportion of teaching practice classes were relatively low and form was single; Teaching content of optional courses lacked the frontiers of knowledge, could not grasp the trend of the professional field timely; Specialized class, were pay too much attention to the theoretical structure of professional knowledge, not connected the practice close enough, the academic tendency was more obvious; Common course was not open and not conducive to enhancing students’ comprehensive quality. Most teachers’ teaching way was "traditional", lacked of innovation on methods.(4) There was no hard-and-fast rule on the postgraduates’ foreign language level However:many students believe it should have.(5) in the teaching practice,most of the training institution gave priority to physical education,but carry out other three areas of professional practice class relatively weak, no professional practice according to the characteristics of the profession, without clear professional directivity; Lack of appraisal system and supervision mechanism, easy to cause practice formalized, not took content seriously; some training institutions did not attach enough importance to professional practice, failed to provide students professional practice platform actively and timely.(6) most of the student, the topic selection for thesis was constrained, laid particular stress on academic and not highlighted its characteristics of professional academic thesis; Some training institution did not pay much attention to the master degree proposal, and tutor didn’t instruct strongly,reduced the quality of the thesis.