Research On The Professional Curriculum Receptivity Of Academic Postgraduate

The professional curriculum is an important carrier for the training of academic masters,academic masters are the main subjects of professional courses,their attitude towards professional courses and the professional course learning behavior can objectively and truly reflect the extent to which professional courses meet the needs for the development of academic master's professional competence.In recent years,with the introduction of a series of policy documents on postgraduate education and curriculum construction,under the call of building a world-class university and a top-ranking university,postgraduate courses have received increasing attention,and research on postgraduate courses has increased,there are more research results that pay attention to the rationality of graduate programs,but the research on the practicality of professional courses for academic masters is still weak,and few studies have studied the professional curriculum recognition from the perspective of professional curriculum learning experience.Therefore,this study attempts to study their professional curriculum identity from the perspective of the practicality of professional courses,focusing on the rationality of professional courses,aiming at reflecting the status of curriculum receptivity and diagnosing problems,providing value reference for improving the professional curriculum recognition of academic masters,and providing factual basis for perfecting professional courses.The full text consists of five parts: The introduction part mainly introduces the reason and value of carrying out the research,and carries out literature review around the research topic,on this basis,the theoretical basis of the research is found,and the research ideas and methods are discovered,indicating the focus and difficulty of theresearch,aim to present an overview of the entire study.The second part focuses on the construction of professional course recognition standards for academic masters.Based on the theoretical analysis,from the interpretation of the concept of academic master's professional curriculum receptivity to the establishment of the professional curriculum receptivity evaluation scale,and then to the analysis of the content structure of the professional curriculum receptivity,the measurement indicators of the academic master's degree curriculum receptivity are constructed.The third part reveals the realistic representation of the academic master's degree course receptivity.First of all,based on the professional curriculum receptivity measurement indicators,research and design,development of questionnaires and interview outlines.Secondly,carry out investigation and implementation,and analyze and process the survey data and interview data to see the basic characteristics of the academic curriculum receptivity.The study found that the overall receptivity of professional curriculum of academic masters are at a lower-middle level,and there is still room for improvement.Among them,the recognition of professional courses learning effect is the highest,and the participation in professional courses is relatively positive,The evaluation has the lowest degree of recognition.In contrast to the internal differences,the female academic master's recognition of the teacher's teaching level is significantly higher than that of the male academic master's degree;With the increase of grades,the recognition of the academic master's students' learning effect on the professional curriculum is on the rise,but the recognition of the content of the professional curriculum has gradually declined;Compared with the academic master students of philosophy,economics and history,the literary academic master students have a higher overall recognition of the professional courses than they are,The pedagogical academic master's student's recognition of the learning effect is very significant higher than the philosophical,the academic master students of literature,education,philosophy,history and management all have the lowest recognition of the course content,and the academic master's of economics is the teacher's teaching level;the postgraduate of top universities has a significantly higher overall recognition of the professional curriculum than other universities,and the academic master's students of the first-class colleges and universities have a significantly higher recognition of the curriculum implementation than other universities,however,all colleges and universities have the lowest recognition of the implementation of professional courses.There is no significant difference in the recognition of professional courses betweenacademic candidates with different admission methods,cross-professional graduate studies,and different graduation programs.The fourth part is to diagnose the problems recognized by the academic master's degree program.According to the research results,the main problems identified by the master's professional curriculum are summarized,and attribution analysis is carried out on the problem to identify the fundamental factors that influence the low recognition of the master's professional curriculum.The fifth part proposes strategies to enhance the recognition of academic master's degree programs.Based on the results of curriculum receptivity and influencing factors analysis,this paper explores strategies for promoting the recognition of academic postgraduate from three aspects: professional curriculum system construction,professional curriculum implementation,and professional curriculum value development.