Study Of Cultivating Model Of International Graduate Students In China

International graduate education is a significant part of the internationalization process of higher education in China. It has been developed for more than50years since1954the first time foreign graduate students can be recruited in China. After a half century’s development, international graduate education has made a great contribution to the international status improvement of Chinese higher education. But with the rising number of training, more and more international postgraduate education problems appeared, the training mode is mainly used of postgraduate training mode of China, however, the international graduate students in China have their unique characteristics, the existing training pattern can’t adapt to the development, therefore, based on the characteristics of the graduate students studying in China, building a cultivating mode to meet the purpose of cultivating international graduate students in China is under such a circumstance.The theoretical basis of building the International graduate students’ cultivating mode, namely Boundary Education Theory, Humanistic Education Theory are discussed in this study through consulting a large number of pedagogy, management, psychology and some other literature material, with the method combined with empirical study and theory analyzing. Under the guidance of these tow theories and relevant educational policies issued by Chinese government, the core concept of this article, the students of postgraduate cultivating mode is defined, and the model consists of three elements, namely, training objectives, training process and training evaluation and the relationship among the three elements are systematically analyzed.In order to solve the problems in Chinese international graduate students education fundamentally, this study concluded the core problems of Chinese international graduate students’ education, namely the cross and fusion of language, knowledge and culture through issuing questionnaires and discussing five different types of universities in Changsha in the perspective of boundary education theory. Then by choosing Beijing University’ international graduation as a case, its features, advantages and disadvantages in education for international graduate students in China are compared with that of universities in Changsha. And through the analysis the features of international graduate student education in the United States and Japan, this study concluded the education experience which can be used as reference.At last, with the guide of Boundary Education Theory, Humanistic Education Thoughts and the multi-factor analysis, the value orientation of graduate student education in China is in-depth analyzed, then based on three basic principles of model construction, four different kinds of Chinese international graduate students’ cultivating mode are constructed, aiming at fundamentally solving the core problems in international graduate education in China throughout the "individualized" education method, therefore, the development of higher education internationalization in our country can be promoted.