Study On The UK Taught Master's Programmes

Britain has a long history of postgraduate education,which can be divided into two types:taught master's programmes and research master's programmes.It is more famous for its taught master's programmes both at home and abroad,attracting a large number of international students.Not only the United Kingdom,Australia,New Zealand and other commonwealth countries also have a large number of one-year master's programs,the United States also has a small number of one-year master's programs,Hong Kong is the same,favored by students at home and abroad.With the internationalization trend of higher education,the UK has accelerated the pace of developing taught master's programmes,and overseas students flock to it,while China is expanding the scale of master's degree.In recent years,in order to promote the goal of building a country of learning and a country of human resources to meet the practical needs of social and economic development,the development scale of postgraduate education has also been expanding,but some new problems have been exposed in practice.The quality of postgraduates has declined,showing a trend of subject-based education.The education of postgraduates with professional degrees has also revealed problems such as weak association with professional qualifications,lack of particularity in talent training mode,large gap between system design and practice,etc.,and unsatisfactory fit with social needs.At present,under the condition of expanding the enrollment of popular graduate education,whether the course-oriented graduate education mode can be introduced into China has not attracted extensive attention in the academic circle.First of all,the first chapter of the paper combs the development process of British curriculum postgraduate,which is divided into three stages :1.The birth period(10 years after world war ii);2.Stable development and adjustment period(1960s and 1990s);3.Promotion period(1990s to present);On this basis,the causes of its emergence and development are analyzed.Its emergence and development are the result of the combined efforts of internal and external factors in the education system,which can be explained by the social demand theory,the government's promotion theory,the funds shortage theory and other factors.The second chapter focuses on the selection of relevant majors from the six red brick university education colleges in the UK.It analyzes and expounds from the aspects of training objectives,admissions and duration of study,professional direction setting,curriculum setting and training methods,assessment methods and employment trends.The nature of the curriculum-based master's degree education in the UK.On the basis of this,the third chapter was extended to evaluate the curriculum-based master students in the UK.The fourth chapter mainly summarizes its enlightenment to the reform of postgraduate education in China and its significance for improving the quality of undergraduate education.The paper believes that there are many merits in the curriculum-based master's degree training model in the UK,such as the application of training objectives,and the research-based postgraduate training model complements the common development;the short-term years of study and the flexible admission conditions for enrollment promote the fair development of education;Perfect and rich,the curriculum structure is simple,and the training methods are diverse to meet the needs of different groups of people;the assessment method guarantees the quality of short-term education,and the employment choice is considerable.However,everything has two sides.The admission conditions are broad enough to ensure the quality of the students to a certain extent,which will lead to uneven quality of students.The one-year training period also makes the students studying for curriculum-based graduates have heavy academic pressure;In terms of voices,the training effect of curriculum-based graduate students is not entirely satisfactory.Therefore,how to take the essence to its dregs is the key issue that should be paid attention to when reforming postgraduate education in China.How to increase the curriculum-based postgraduate training mode under the premise of ensuring the quality of graduate students is also the key to the discussion of this thesis.Therefore,we should fully consider our national conditions and Under the actual needs of the society,we will adjust and improve the training objectives of postgraduate education in our country,increase the type of postgraduate training for the curriculum,and clarify the training objectives of different postgraduate education categories,and each of its staff can exert its maximum efficiency.