Research On The Learning Engagement Of Full-time Master Of Education

With the continuous development of economy and society,the country's demand for high-level professionals with both academic and practical abilities is increasing.Full-time Master of Education,as an important reserve talent in the field of education in China,will play an important role in the reform and development of basic education in the future.The quality of personnel training is the core link of Master of Education training.The quality of talent cultivation is closely related to the learning engagement of master of education.Therefore,it is an effective starting point to focus on learning input and to reflect the problem of full-time Master of education talent cultivation through learning engagement.This research takes the students of Grade One and Grade Two of Full-time Master of Education postgraduates enrolled by six universities in Henan Province as the object of investigation.It investigates the learning engagement of Full-time Master of Education from five dimensions: "Academic Challenge","Active Cooperation Level","Teacher-Student Interaction Level","Educational Activity Experience Richness","Campus Environment Support Level",and explore the problems and reasons of full-time education master's learning engagement.According to the survey,the overall learning engagement of full-time Master of education is in the lower middle level;The scores of all dimensions of learning engagement are uneven;There are significant differences in learning engagement between full-time Master of education of different gender,grade and political outlook;There are significant differences in individual dimensions between full-time master's degree of education of different parents,world-class discipline construction universities and general undergraduate colleges.Combining with the questionnaire survey,the study finds that there are some problems in the learning engagement of full-time Master of education,such as low overall level of learning engagement,lack of challenge degree of learning engagement,lack of interaction with tutors,and simplification of education experience.Based on the above problems,this study combines interviews to analyze the root causes of the problems:First,the full-time Master of education is weak in motivation and lack of initiative in the learning process,which are as follows:(1)Unclear learning objectives and negative emotions;(2)Lack of active communication with mentors;(3)Inactive Participation in practice activities.Secondly,there are unreasonable links in the system design,which are as follows:(1)The curriculum is not reasonable enough and the practical teaching links are weakened;(2)The differentiation of training methods is low,students' interest in learning is not high;(3)The compulsory evaluation mechanism is insufficient,which reduces the academic challenge.Thirdly,the implementation of the training process is weakened,which are as follows:(1)The implementation of the dual-tutorial system is weakened,and students are not paid enough attention;(2)The practice base is not stable,and the effect of linkage education is not good;(3)The training process is simplified,and students' learning quality is not high.In order to improve the learning engagement of full-time Master of education,the following suggestions are put forward in this study:First,full-time Master of education should improve endogenous motivation and make long-term learning planning,including:(1)Correcting learning attitude,defining learning objectives and making long-term learning planning;(2)Actively participating in the interaction between tutors and creating good teacher-student relationship;(3)Enriching practice activities and improving practical ability.Secondly,we should improve the system design and academic challenges,including:(1)Optimizing the curriculum and strengthening the practical teaching;(2)Optimizing the training methods to enhance Students' Interest in Learning;(3)Improving the assessment mechanism to enhance academic challenges.Thirdly,we should strengthen the training process and enrich the support,including:(1)Improving the system of double tutors to guide the active interaction between teachers and students;(2)Building a stable practice base and jointly cultivating multiple subjects;(3)Refining the training process to improve the quality of Master of Education training.