The Research Of Masters Of Arts’ Learning States After Accomplishing Courses

Abstract:Master’s stage lasts for2-5years, with3years as a benchmark,1～1.5years for the courses, the remaining time, what after accomplishing courses, in which masters learn independently. There are no fixed places for Masters of arts to learn and study so that their learning activities can only be taken where that is not fixed, such as public classrooms, dormitories and so on. Consequently Masters of arts need to be highly motivated to ensure their own learning activities smoothly. Nevertheless, learning states after accomplishing courses have great impacts on the quality of cultivating masters of arts.In this paper, questionnaire survey has been used, the masters of arts who have accomplished courses in Hunan Normal University, Hunan University and Central South University have been chosen as the gross sample and297valid questionnaires have been retrieved to research the issue. First, what have been found through the statistical analysis of the questionnaires are that, only half of the masters of arts are satisfied with their own learning states and others’learning motivations are too utilitarian or there exists inconsistency between learning activities and learning cognitions; mentoring is not ideal; academic atmosphere of departments is not strong enough, etc. Then, the reasons what have been explored from3aspects, masters of arts, mentors and training are that, masters of arts’self-control is not strong enough and learning motivation is too utilitarian; the number of mentors’guidance is not enough and mentoring styles are single; academic activities are seldom organized by institutes and published papers are mandatory. Finally, the countermeasures have been put forward as follow:firstly, improve the masters of arts’ own quality, including tempering volition, stimulating inherent learning motivation, paying more attention to read classics, strengthening scientific research training and actively participating in social practice; secondly, give full play to the guiding role of mentors, including increasing the mentoring frequencies to strengthen exchanges between mentors and masters, and selecting the appropriate mentoring styles for different masters; thirdly, optimizing the academic environment of secondary training institutions, including creating more opportunities for masters to participate in academic exchange activities and flexible provisions of masters’theses.