Research On The Comprehensive Quality Of Full-time Education Master In Liaoning Province And Its Countermeasures

After the ministry of education issued the opinions on accelerating the construction of high-level undergraduate education and comprehensively improving talent cultivation capacity in 2018,it is necessary to increase efforts to cultivate qualified and high-quality talents.Therefore,colleges and universities have increased efforts in the comprehensive quality cultivation of students.As an important member of universities,the master of full-time education is more important to the cultivation of its comprehensive quality.Because of its specialty,the master of education will practice in the practice base,so the practice tutor occupies a large part in the whole quality education.In order to better improve the quality of the master of education and build a high-quality teacher team,we can start from the practice of the tutor,to understand the degree of understanding and satisfaction with the students' comprehensive quality at the present stage,from which we can find out the problems and find the root of the existing problems,and finally put forward reasonable countermeasures according to the problems.This research mainly from the Angle of practice teacher,supervisor to investigate the practice of the comprehensive quality of full-time master of education degree of satisfaction,on the basis of literature review,mainly adopts the questionnaire survey and interview survey method,compiled the questionnaire and interview outline,the Liaoning province three training full-time master of education in colleges and universities the status quo investigation and interview.Through the data analysis of questionnaires and the sorting and classification of interviews,it is found that there are four problems in full-time master of education:first,students' weak practical ability;second,they do not have a solid grasp of professional knowledge;third,they are not good at organization and management;fourth,they are not strong in self-learning and self-reflection.The reasons for the above problems are summarized from three aspects: the school,the practice tutor and the students.Secondly,the practice base is separated from the management of colleges and universities.Thirdly,students' internship time is not enough;Finally,the campus equipment is not perfect,unable to comprehensively improve the students' professional ability.As for the practical tutor,the first is not high sense of responsibility,the second is not fully implemented,and the third is the traditional teaching method.At the student level: one,the thirst for knowledge is not high,and the other is still not aware of the grim employment situation.In view of the above problems,this paper proposes specific solutions from three dimensions: schools,practice instructors and students.In practice,teachers should strengthen the communication between teachers and students inside and outside the school,strengthen the training of students' basic skills,adopt diversified teaching methods and share teaching cases in colleges and universities.At the student level,we should participate in more activities in the school and practice base,discuss with the tutor in time,enrich our own knowledge and correct learning attitude,and carry out four aspects of after-class reflection.