Investigation And Research On The Experience Of Postgraduate Students In The Context Of Popularization

Attaching importance to students' experience is an inevitable choice to maintain and protect the legitimate rights and interests of students and higher education institutions to continuously improve the quality of their own personnel training.Since the popularization of higher education in China,the attention to quality and external accountability have led to the transformation of the subject of higher education evaluation,and more and more attention has been paid to the learner-centered,the focus on students' learning experience and the concept of developmental evaluation.In this paper,5,796 graduate students from 10 colleges and universities in Jiangsu Province were investigated by using a questionnaire on the experience of graduate students in the background of popularization with incomplete self-compiled.The main contents and conclusions of the study are as follows:1.Academic research,classroom learning and daily life are the main components of the experience of master students.Therefore,under the background of popularization,the experience of graduate students can be investigated from three aspects of research experience,classroom learning experience and life experience.The research experience includes tutor support,research resources,academic atmosphere,research skills,scientific research and training five levels,classroom learning experience includes curriculum teaching,classroom participation,classroom evaluation and feedback,course organization and management,learning effort five levels,life experience includes interpersonal communication,campus environment,study harvest,career development four levels.2.The overall study experience of graduate students and three scale experience are in the moderate level,the satisfaction of the study experience is general.In the three aspects of the experience,the "research experience" has the lowest satisfaction,and the mean value of "career development" is the smallest in 14 levels.?From different variables,there are significant differences between students of different sexes in the overall study experience,tutor support,research skills,curriculum teaching,classroom participation,curriculum organization and management of five aspects.In addition to research skills,the group of "boys" groups scored lower than the "Girls" group.?There are significant differences in the overall attendance experience and all levels of master students in different grades.In addition to scientific research and training,"Master's second year" has the lowest average value at all levels.?There are significant differences among different types of Master's students in the five levels of tutor support,scientific research training,curriculum organization and management,campus environment and career development.The average value of the "Academic Master's degree" group in the first three levels is higher than that of the "professional graduate students" group,and the average value of the "Professional graduate students" group in the latter two levels is higher than that of the "Academic Master's degree".?There are signifieant differences in the overall attendance experience,academic atmosphere,curriculum teaching,classroom participation,campus environment Five,and the mean value of the "National Examination" group is higher than that of other groups.? There are significant differences in the overall learning experience,tutor support,scientific research training,curriculum teaching,classroom partieipation,eurriculum evaluation and feedback,research resources,research skills and campus environment in eight aspects of master students in different disciplines,and the mean value of“liberal arts”group i5 higher than that of“science”group in the first five levels.At the latter three levels,the mean value of the“science”group was higher than that of the“liberal arts”group.?There are significant differences among master students in different colleges in the overall study experience,tutor support,learning efi-ort,interpersonal communication,career development,curriculum evaluation and feedback,study harvest and campus environment,and the mean value oftgeneral undergraduate collegesw group is higher than that of other groups.?There are significant differences in tutor support,academic atmosphere,research skills,scientific research and training,curriculum teaching,classroom participation,curriculum evaluation,student effort,interpersonal communication,and harvest in eight levels,and the mean value of "city" group is higher than that of "Township or rural" grou.?In terms of the educational level of different parents,there are significant dififerences in the overall attendance experience of the master students,and the mean value of the "high School"group is higher than that of the "Primary School and below" group.3.Influencing factors include factors dominated by institutional input(school resources,curriculum reqiiirements,academic research),factors dominated by student input(student characteristics,socialized interaction,learning effort),and intermediary factors of“capacity development”.Student-led input is weak in explaining the current experience of attendance.Among them,“learning effort”has the lowest degree of interpretation.