A Study On The Training Mode Of Master Students Of Comparative Education In China ——From The Perspective Of The New Mode Of Knowledge Production

In the 1990s,Michael Gibbons put forward the viewpoint of "transformation from knowledge production mode 1 to knowledge production mode 2".The theory of new knowledge production mode has taken shape and began to be frequently used to explain practical problems such as discipline construction and talent training,which has become an important theoretical basis in the field of graduate education.University,as one of the main places of knowledge production,will naturally be affected by this theory.Knowledge production mode 2 puts forward new requirements for university talent training and promotes the continuous improvement of university talent training.In turn,university talent training can also promote the production of knowledge.The two complement each other and develop together.From the reality of our country,the talent training of comparative pedagogy is an important part of the discipline construction of comparative education,among which the master’s education is the key link of talent training of comparative pedagogy.In 2020,the National Graduate Education Conference was successfully held,marking the transformation of China’s graduate education from focusing on "high-speed development" to "high-quality development".As the operational paradigm of graduate training,graduate training mode can fully reflect the whole training process of graduate students.Taking it as the research object,we can explore an effective way to improve the quality of graduate education in China.Based on Gibbons’ new model theory of knowledge production,this study studies the training model of master students majoring in Comparative Education in China through content analysis,comparative research method,interview and questionnaire.Horizontally,this study divides the training mode into four elements: training objectives,curriculum,training methods and quality evaluation,and forms independent chapters respectively.From a vertical perspective,this paper first describes the general situation of the training of master students majoring in Comparative Pedagogy in China,then investigates and understands the current situation of each element,examines and analyzes its existing problems,explores foreign training experience,and finally puts forward reform ideas.It is found that the current training mode of master students majoring in Comparative Pedagogy in China is suitable for knowledge production mode 1.There are some problems in the training objectives,such as the lack of interdisciplinary talent training concept,the insufficient embodiment of "practicality" and the vague positioning of training objectives;There are some problems in the curriculum,such as the insufficient embodiment of "interdisciplinary" and the lack of attention to practical courses;There are some problems in the training method,such as the single teaching method,the "academic portal" under the guidance of tutors,and the insufficient embodiment of the "heterogeneity" and "application" of practical activities;There are some problems in quality evaluation,such as the insufficient embodiment of the "applicability" of evaluation standards and the insufficient embodiment of the "heterogeneity" of evaluation subjects.The research suggests that knowledge production mode 2 is the reform direction of the training mode of master students majoring in Comparative Pedagogy in China.In terms of training objectives,we should emphasize the "interdisciplinary" of training ideas and strengthen the "practicality" of training objectives;In terms of curriculum,we should add interdisciplinary courses,encourage students to determine their main interdisciplinary fields,establish an interdisciplinary and interdisciplinary curriculum resource sharing mechanism,and reasonably add practical courses according to students’ needs;In terms of training methods,we should implement diversified teaching methods,give play to the role of collective guidance of tutors,and strengthen the "heterogeneity" and "application" of practical activities according to the characteristics of the curriculum;In training evaluation,the evaluation content should be transformed from academic to comprehensive,and the evaluation subject should be transformed from internal to multidimensional.