Investigation And Research On Interdisciplinary Postgraduates' Study Status Of Humanities And Social Sciences

Inter-professional training of postgraduates is an important way to rapidly produce high-level talents in compounding and innovative,and it has become an important trend in today's postgraduate education reform.Interdisciplinary graduate students are in line with the law of high-level compounding and innovative talents growth.They have double or even multiple professional knowledge backgrounds and are the most potential composite talent groups.With the expansion of postgraduates,the scale of inter-professional postgraduates is constantly expanding,which also brings new challenges and inspirations to this master professional unified graduate training model.Therefore,it is of great theoretical and practical significance for the rapid development of high-level compounding innovative talents through systematically studying the learning status of postgraduates and the causes of problems,and trying to improve learning status in positive significance.First,the dissertation selects academic graduate students of humanities and social sciences in Z University as the subjects of the survey.In the form of questionnaires,this dissertation investigates these students' learning status from five dimensions: learning motivation,professional identity,learning autonomy,learning pressure,and learning effectiveness.This dissertation uses the software SPSS 22.0 to analyze the data,which has found that there are significant differences in the three dimensions of professional identity,learning pressure,and learning effectiveness between trans-disciplinary postgraduates and non-interdisciplinary postgraduates.The professional identities of trans-disciplinary postgraduates are low,and their pressure is greater,their learning effect is not good.However,there is no significant difference in learning motivation and learning autonomy.On the whole,based on gender comparison,interdisciplinary postgraduates are significant differences in the three dimensions of professional identity,learning autonomy and learning effectiveness between males and females.Males have higher professional identity,stronger learning autonomy and better learning results.However,there is no significant difference in learning motivation and learning pressure.Based on the comparison of grades,there are significant differences among the three grades in terms of learning pressure and learning effectiveness.The learning pressure increases as the increasing of their grade level,but the learning effect does not follow it.The differences are not significant in learning motivation,professional identity,and learning autonomy.Based on the comparison of discipline spans,there are significant differences in the pressure and the effect of learning on students with larger or smaller discipline span.Meanwhile,students of large discipline span feel much pressure and worse learning effects,but there was no significant difference in learning motivation,professional identity,and learning autonomy between these two kinds of students.Secondly,according to the performance of the various dimensions of the learning situation of postgraduates in trans-disciplinary,this paper combines with interviews to further explore causes of problems in the learning situation of postgraduates of interdisciplinary majors in humanities and social sciences,and has found that: First,there are problems in the learning of postgraduates of trans-disciplinary,which mainly include blind reading motivation,inadequacy understanding of their majors,bad learning attitude,utilitarian learning objectives,lack of study enthusiasm and weak self-learning awareness,poor professional foundation and lager learning pressure.Second,there are problems in tutors' guidance,which mainly include the lack of effective communication between teachers and students,insufficient instructive guidance of tutors;the single tutorial system is difficult to meet the needs of interdisciplinary postgraduates.Third,there are problems in the process of cultivation,which mainly includes the insufficient selection and screening of enrollment,the imperfections in curriculum;difficulty in taking into account the interdisciplinary postgraduates,the lack of research atmosphere.Finally,based on the constructivist theory,the recent development zone theory and interdisciplinary theories,through a comprehensive analysis of humanities and social sciences interdisciplinary postgraduates' learning status and causes of problems,this paper has proposed improvement strategies: First,the interdisciplinary postgraduates need fully understand their professional value,inspire learning interest,correct learning attitudes,have clear learning objectives,and strive to lay a solid foundation of expertise,foster innovation awareness.Second,universities need to use the diversified mentoring mode in the cultivation of interdisciplinary postgraduates,to strengthen the construction of tutor teams,improve the overall quality of tutors,and to strengthen the guidance of tutors and pay attention to teaching students in accordance with their aptitudes.Third,universities should optimize the admission selection mechanism,improve the quality of students,innovate and construct the curriculum setting system,meet the individual development needs of students,adopt diversified teaching methods,guide students to exert their subjective initiative,create a strong research atmosphere,and create a good external learning environment.