A Study On Academic Preparation Of Postgraduates-to-be And Its Influence On Learning Adaptability

This paper takes the problem of learning adaptability of postgraduate caused by the differences between undergraduate learning and postgraduate learning model as the research background,and takes academic postgraduate students as the research object.Through the retrospective investigation of their academic preparations for the improvement of individual's initial academic ability during the transition period,and the investigation of their learning adaptability at the initial stage of enrollment,this research reveals the relationship between academic preparation and learning adaptability,and explores the mechanism of this influence.Thus,it gives a feasible action plan for the postgraduate-to-be,and provides specific policy proposals for college educators.First,the academic postgraduates' engagement in academic preparation is insufficient during the transition period.Cognitive preparation which means students' initial ability characteristics are slightly better than behavioral preparation and attitudinal preparation.From the variation analysis of academic preparation,there is no significant difference in gender,the only child,family income,cross-major and other dimensions,and there is a positive correlation between parents' educational background and academic preparation,between undergraduate college level and academic preparation;the academic preparation of the postgraduates in science and engineering is better than that of the postgraduates in humanities and social sciences.The recommended postgraduates are significantly better than those who took part in the postgraduate entrance examination in the dimensions of cognitive preparation and attitude preparation;there is a positive correlation between internal motivation and the academic preparation;the academic preparation of postgraduate students who get in touch with their mentors and get guidance before entering school is significantly better than other postgraduates.Secondly,from the individual level,active peer interaction has a significant impact on academic preparation,and academy-oriented motivation has a positive impact on academic preparation.From the institutional level,mentors' instruction,institutional support and staying in the same university during two periods can regulate the impact of academic preparation on learning adaptability.Mentors can improve behavioral preparation and promote cognitive preparation.Besides,institutional support can effectively promote the transformation of students' self-role cognition.Finally,there is a significant positive correlation between academic preparation and learning adaptability.In the dimension of behavioral preparation,reading professional literature and English learning can effectively improve the learning efficiency of postgraduates,while blindly part-time working and excessive entertainment reduce learning adaptability;in the dimension of cognitive preparation,the ability to find research problems and the ability to master basic literature reading and writing have the greatest impact on learning adaptability.In the dimension of attitudinal preparation,reaching guidance intention with mentors can effectively correct the expectation deviation of postgraduate students,while the poor self-planning awareness can easily lead to academic confusion during the first term.Based on the results of the above empirical analysis,this study puts forward the following three suggestions: first,from the individual perspective,the postgraduate-to-be,as the main body of learning,should enhance their awareness of self-role transformation and strengthen self-restraint and management during the transition period.Enhancing the ability to integrate the information to make rational choices and making academic plans in a timely manner are needed.Second,as far as postgraduate training units are concerned,we should strengthen the subject consciousness of scientific research and study of "quasi-graduate students";provide certain material resources guarantee for "quasi-graduate students",such as electronic database,library,self-study room,etc.;strengthening the guidance of the correct concept of employment and reduce "ineffective part-time work" are needed;improve the mutual selection system of research guidance and ensure that the information is open and transparent.Third,in terms of teachers' guidance,we should use web-based learning space to give academic guidance and professional information to support postgraduate-to-be,and pay attention to the heterogeneity of postgraduate-to-be.We should pay more attention to the language learning of postgraduates-to-be and provide them with proper foreign language literature as much as possible.