The Influence Of Field Conversion On Postgraduate Study

Either inside or outside the classroom,graduate students face diverse learning environments and need to cope with different learning tasks.Learning in different environments jointly promotes the construction of a graduate knowledge system.At present,there is a tendency of fragmentation of various learning activities in graduate education at different levels.How to ensure the systematic and completeness of graduate study activities in different environments is an important issue that should be paid attention to in the cultivation of graduate students.This article takes the graduate students of pedagogy and their participation in the theoretical study of “life·practice” as the research object,with the background of university classrooms,primary and secondary school observations,etc.,with the help of field theory in sociology,using qualitative research methods to analyze these The graduate student's acquisition,internalization and reflection of theoretical knowledge,the complex process that changes with the transformation of the field,reveals the cognitive confusion,development level and influencing factors he(she)encounters.Specifically,this study intends to answer three main questions: 1.In different educational fields,what kind of cognitive change has graduate students experienced in understanding the theoretical knowledge of education? 2.How does the education field shape the knowledge structure and cognitive ability of graduate students? 3.What are the internal and external factors that affect the path and level of graduate knowledge development?The findings of this study are as follows:1.With the transformation of the education field and the change of learning tasks,the theoretical study of graduate students presents distinct phase characteristics.The transformation of the education field is closely related to the change of the learning space.In universities,under the influence of environmental factors such as the tutor 's research interest,graduate students mainly acquire educational theories in specific directions by reading,and make decisions on rejection,active acceptance,or passive acceptance of the conversion of the learning field.In elementary and middle schools,graduate students observe the evolution of theory in specific real situations,thereby consolidating the theories learned and making choices based on observation experience to continue learning.Afterwards,the graduate student returned to the university to apply knowledge through writing,and after careful consideration,decided whether to give up the study of the theory.2.The richness and completeness of the cognitive experience of graduate students in different fields will help them deepen their theoretical understanding and enhance their cognitive ability.Insufficient sense of accomplishment,excessive learning pressure and other factors may cause graduate students to choose to terminate their studies.Incomplete field learning experience may stagnate the knowledge construction process of graduate students or even cause the knowledge to fade.Graduate students studying in different fields still have different levels of learning.A solid theoretical foundation and rich practical experience both contribute to the theoretical study of graduate students.The instructor's timely guidance can help graduate students fully understand the application conditions of theoretical knowledge and achieve a higher level of knowledge understanding in observation and learning.Rich activity participation and timely summary can promote graduates' reflection on theory.3.3.Different learning strategies in different fields have different effects on the integration of graduate students into the learning environment and their achievements.The study in the university field puts forward higher requirements for the reflection and summarization ability of the graduate students,and the study in the field of the elementary and middle schools requires more comprehensive communication and feeling of the graduate students.Enriching reading on the basis of theory,and conducting discussions with peers and mentors accordingly can help graduates quickly adapt to the characteristics of university learning.Clear learning goals and active participation in multi-party interactions are essential for graduate students to observe and study in primary and secondary schools.Guided by solving practical problems,combining writing and practice reflecting on specific educational situations can enable graduate students to better grasp educational theory.Finally,based on the research findings,this article proposes actions to strengthen the systematic and completeness of the knowledge system in postgraduate study from the aspects of learning content and methods and teaching organization.