Survey And Countermeasures On Learning Satisfaction Of Full-time Postgraduate Of Professional Degree

Full-time postgraduate of professional degree began to recruit students in 2009.Due to its short duration,few experience for reference or other reasons,the development of full-time postgraduate of professional degree in China is relatively immature.There are many problems for the cultivation of full-time postgraduate of professional degree and its training quality needs to be improved.In recent years at home and abroad theoretical and empirical researches related to the learning satisfaction are numerous,but no scholar take full-time postgraduate of professional degree as research subject of learning satisfaction.Making a study of learning satisfaction of full-time postgraduate of professional degree can provide students' study condition for university related departments.It can also help to improve the training quality of full-time postgraduate of professional degree.Taking H University as a case study and regarding full-time postgraduate of professional degree as the research object,questionnaire method and interview method are adopted.The self-made questionnaire of Learning Satisfaction is divided into six parts:teaching,learning outcomes,practical activities,teaching management,interpersonal relationship and learning environment.The collected data is analyzed by analysis of descriptive statistics,analysis of variance,analysis of correlation and analysis of regression by SPSS 20.0 software.It is aimed at surveying the overall learning satisfaction and six dimensions of learning satisfaction of full-time postgraduate of professional degree of H University and exploring the factors which influence their learning satisfaction.The problems existing in the course of their cultivation will be found and the corresponding countermeasures which can improve training quality of full-time postgraduate of professional degree in H University will be put forward.Using analysis of descriptive statistics to analyze overall and each dimension of learning satisfaction,the results show that the overall learning satisfaction of full-time postgraduate of professional degree of H University is high.And the mean of various dimensions of learning satisfaction comes from high to low as follows:interpersonal relationships,teaching,learning environment,teaching management,learning outcomes,practical activities,of which interpersonal relationships is the highest and practical activities is the lowest.Analyzing 15 factors of the questionnaire with one-sample T test and one-way ANOVA,the overall and each dimension of learning satisfaction is influenced by the following factors:professional category,subject classification,marital status,voluntary choice,inter professional degree,professional interest,willingness to recommend,work experience and grade.By analysis of correlation and analysis of regression,it turns out that each dimension is independent from each other but they interact on each other.And the six independent variables influencing learning satisfaction from big to small is as follows:the practical activities,learning outcomes,teaching,teaching management,learning environment and interpersonal relationship.There are following problems for the cultivation of H University for full-time postgraduate of professional degree.Practice teaching fail to implement;extra-curricular communication between teachers and students is not enough;students are deficient in self-planning on study;tutor system is imperfect;the effect of practice and internship arranged by school is not obvious;there is room for improvement for the employment guidance of the school.There are several feasible countermeasures to improve the training quality.Firstly,improving the Practical Teaching System.Increasing funding,strengthening the functions of out-of-school practice and intensifying the construction of off-campus practice bases;Secondly,strengthening extra-curricular communication between teachers and students.Pay attention to extra-curricular communication between teachers and students,change the idea of communication between and teachers and students and promote new ways of communication;Thirdly;strengthening students' ability of managing time.Arrange study and future properly,make the best of learning time and implement personal supervision and supervision by others;Fourthly,strengthening the construction of tutors.Innovating tutor mechanism and optimizing the structure of mentor;Fifth,enhancing employment guidance.Integrating the system of agencies of employment guidance in universities,raising the proportion of courses for employment guidance,introducing teachers of employment guidance and establishing feedback mechanism of employment guidance.