Study On The Quality Of Full-time Professional Masters' Degree Education Based On The Perspective Of Teacher

Quality is always an eternal topic of education.With the rapid development of its scale,the full-time professional masters' degree education is in a critical period of quality improvement.And meanwhile,it is facing many problems and challenges in the full-time professional masters' degree education,the quality of which is an important topic.The teachers play an important role in the cultivation of graduate students,and are an essential aspect that affects the quality of graduate education.What's more,teachers are the fundamental assurance for improving the quality of professional degree graduate education.Therefore,the teachers' standards and opinions on quality,and their understanding and selection of ways and methods improving the quality are of great significance to the development of professional master's degree education.This study selected a research-oriented university in South China as a case school to conduct semi-structured interviews with 20 tutors of engineering masters.This study focuses on how teachers view professional master's degree education and how they experience and feel about the quality of professional master's degree education,and what are the perspectives of teachers' point of view on the quality of professional master's degree education.At the same time,according to the teachers' views and opinions on professional master's degree education,the study analyzed the problems and then put forward measures and suggestions to solve the problem in professional master's degree education.Through profound analysis,this dissertation comes to the major conclusions that:First,the curriculum of professional masters' degree education does not meet the features of it,which is reflected in ‘copying the pattern of the masters' degree education' in the course content and ‘putting the cart before the horse' in the course structure.Second,the professional practice tends to be formalized,which is reflected in the fact that professional practice content tends to become such a situation that after praising the wine they sell the vinegar,that the governors shut their eyes to the management of professional practice,that the second supervisor is only an empty title,and that the lengths of the professional practice lacks of flexibility.Third,the ways of assessment of the results of scientific research are not reasonable and the thesis is a “double-edged sword” as a precondition for graduation.Fourth,the education of master of engineering and the master of science in engineering has converged.Fifth,teachers have four orientations on the quality view of professional master's degree education,which are product-oriented quality,process-oriented quality,career-oriented quality,and benefit-oriented quality.