Research On Evaluation Of Learning Outcomes Of Full-Time Engineering Master Based On Competency-Based Theory

As an important exporter of high-level talents,higher education quality is directly related to the quality of talent supply in China.The learning outcomes has gradually become the top priority of the quality evaluation of higher education talents because of its "face to the students' learning outcomes and the emphasis on the value-added talents of the college." The full-time engineering master is an important talent resource in the engineering industry,and its outcome level directly affects the quality of engineering talents.Therefore,the evaluation of the full-time engineering master's learning outcomes is also an evaluation of the quality of engineering master's education.This paper takes the full-time engineering master's study results as the research object,combines the competency-based theory,and conducts the localized evolution of the mature learning achievement evaluation scale of the National Institute for Learning Outcomes Assessment in American through literature research and interviews and research of relevant experts.And then through the form of questionnaire survey,the actual situation of the full-time engineering master's study results of four universities in Guangdong Province is investigated and compared.Finally,the analysis results are used to sort out the problems existing in the full-time engineering master's learning results and propose the improvement strategy of the master's degree in engineering.The research results show that:(1)The full-time engineering master's learning outcomes must not only meet the degree training ability,but also meet the post expectation ability.Learning outcomes of the full-time master's program is defined as: a full-time master's degree in engineering,through a series of studies and practices in the school,has achieved significant improvements in the areas of cognition,attitudes and skills,and is sufficient to match the needs of the engineering industry's occupation ability;(2)The competency-based full-time engineering master's degree consists of four major categories of professional knowledge,application and collaborative learning,interdisciplinary knowledge integration and civic responsibility,and professional basic knowledge,subject competency,engineering analysis,engineering design,engineering practice,The composition of teamwork,interdisciplinary knowledge integration,social responsibility and personal responsibility consists of nine elements;(3)The full-time engineering master's learning outcomes mainly face the following four aspects: the cultivation concept is not perfect,the factor input is not balanced,and the differences are cultivated.Insufficient,the subject interaction is not tight;(4)To solve the problems faced by the full-time engineering master's learning results training,it is necessary to change the training concept,highlight the ability orientation,strengthen the factor input and the practice platform,strengthen discipline interaction,establish typical benchmarks,pay attention to group differences,and implement targeted training etc.Relevant research results can promote the learning results of full-time engineering masters,and effectively improve the output of full-time engineering masters,and provide reference for relevant authorities and universities.