Research On The Learning Situation Of Interdisciplinary Master Students In Pedagogy ——Based On A Survey In Anhui Province

Education is the cornerstone of national development.Graduate education,as an important part of China’s education system,shoulders the responsibility of cultivating high-end innovative talents.In recent years,the country towards the universalization of higher education,the scale of postgraduate enrollment is expanding day by day.In the new era,how to further improve the teaching system of higher education and promote the high-quality development of graduate education in China is an important topic.Based on the analysis of previous literature,this study investigated the learning situation of interdisciplinary master students in pedagogy through questionnaires and interviews,analyzed the existing difficulties and causes of learning situation,combined with learning transfer theory and formative evaluation theory,and put forward corresponding improvement strategies.It is found that there is no significant difference between boys and girls in five first-level dimensions based on gender analysis,but boys are not as good as girls in the degree of learning engagement,while boys are better than girls in the score of four dimensions such as learning performance.Based on grade analysis,there are significant differences in the dimensions of learning performance of the three grades: the demand for learning support is the largest in the first year of graduate school,the highest level in learning psychology,learning ability,learning engagement and learning performance in the second year of graduate school,and the lowest score in learning psychology dimension in the third year of graduate school.It is found that there are significant differences in the three dimensions of learning psychology,learning performance and learning support between postgraduate students and non-interdisciplinary ones.Through interview and questionnaire analysis,analyze the pedagogy class interdisciplinary graduate student learning present predicament has five main reason: the master’s graduate education enrollment system,curriculum system,teacher guidance system,academic exchange and resources platform,pedagogy class interdisciplinary graduate student own reasons.Finally,based on the empirical investigation,combining the theory of learning transfer and formative assessment theory,pedagogy class interdisciplinary graduate student learning corresponding improvement strategies: improve the education of postgraduate enrollment system,optimize the curriculum system,improve the system of teacher guidance and hiring,strengthen academic exchanges and resource platform construction,strengthening the construction of pedagogy class interdisciplinary graduate student themselves.