Research On Study Engagement Of Postgraduate Students In Education

With the continuous expansion of the number of graduate students,there are also various problems in the quality of graduate education in China.All sectors of the community are sceptical about the quality of their teaching.With the continuous development of higher education evaluation system,scholars gradually turn their attention to the value-added view with students as the subject of measurement.This study takes the graduate students of education as the research object,explores the present situation of their learning investment,adopts the method of empirical research,deeply analyzes the situation and causes of the students' learning engagement,and puts forward some relevant suggestions.This study draws lessons from the NSSE--China questionnaire,and selects the questions according to the uniqueness of the graduate students of education.Finally,the questionnaire of this study is determined,and the students' learning engagement is analyzed from five aspects: the degree of academic challenge,the level of student-teacher interaction,the active cooperative learning,the richness of educational experience and the support degree of campus environment.Three different levels of universities in HunanProvince were selected to conduct questionnaires and interviews with full-time graduate students in educational disciplines.Through SPSS data analysis and interview methods,the following conclusions are drawn:The learning engagement of master's degree students in education tends to be good.There are differences among specific dimensions,such as low academic challenge,low interaction level of students and teachers,high level of active cooperative learning,high support degree of campus environment and rich educational experience.From the perspective of difference,school types have significant differences in learning engagement,while gender,source of students,grade and cross-specialty have no significant differences in learning engagement.There e are significant differences in the level of gender interaction with students and teachers,in the level of grade interaction with students and teachers and in the richness of educational experience,in the degree of cross-specialty support for the campus environment,and in the school type for the five dimensions.According to the conclusion of the study,this paper analyzes the causes from multiple perspectives and puts forwardsuggestions on improving learning engagement from three aspects: school,teachers and students.First of all,schools should strengthen institutional policies and cultural environment construction.To improve students' academic requirements,strengthen the management of tutor team and create a good campus environment.Secondly,teachers should set up the concept of science education.To cultivate students' learning strategies,set up the teaching concept of interactive discussion and play the positive role of teachers' expectation effect.Finally,students should know themselves correctly and improve their learning enthusiasm.Build confidence,enhance self-efficacy,define goals,improve motivation and firm beliefs,and strengthen positive attribution training.