Research On The Professional Adaptation Status Of Postgraduates In Education With Inter-professional Background In Local Colleges And Universities

With the expansion of the scale of graduate education,the army of postgraduate entrance examination has increased sharply,and the number of interdisciplinary postgraduate entrance examination is also rising.According to the latest statistics released in 2022,pedagogy ranks second among the top 10 most popular majors in the postgraduate entrance examination,and cross examinees account for more than 40%.It can be seen that it is urgent to pay more attention to the interdisciplinary postgraduate entrance examination students of pedagogy.In September 2010,the Ministry of Education issued relevant documents,pointing out that by 2035,China will initially build a powerful country in graduate education with Chinese characteristics and realize the transformation from a powerful country in graduate education to a powerful country in education.Students with interprofessional backgrounds have different professional thinking modes and professional knowledge structures,but due to their weak professional foundation,they are prone to lack of professional development.Therefore,it is particularly important to understand the professional adaptation of students with interprofessional backgrounds after interprofessional.Poor professional adaptability will greatly affect students’ learning investment and self-efficacy,and then affect the training quality of master’s students;If we can learn from each other and make good use of the situation,it will greatly improve the training quality of interdisciplinary master’s students and help China achieve the goal of becoming a powerful country in graduate education.Based on learning transfer theory,self-efficacy theory and learning motivation theory,this study studies the professional adaptation of master’s students with interdisciplinary background through literature,interview,questionnaire and comparative analysis,and makes descriptive statistics and difference analysis with the help of SPSS statistical analysis software.The study found that students with interdisciplinary background and students with non interdisciplinary background showed obvious differences in professional adaptation,of which the second stage of postgraduate study was the most prominent.For the interdisciplinary postgraduates themselves,there are some problems in the professional adaptation,such as fuzzy professional cognition,insufficient professional learning motivation,lack of professional learning methods and knowledge application ability,weak scientific research ability and weak professional self-efficacy.At the same time,the research shows that different motives of postgraduate entrance examination,grades and whether there are career plans also have a great impact on the professional adaptation of interprofessional students;There are no special differences in gender,undergraduate school level and professional background.The research shows that the reasons for the professional adaptation problems of interprofessional postgraduates are not only affected by the students’ personal characteristics,but also closely related to the tutors and schools.In order to improve the professional adaptation of master of pedagogy graduate students with interdisciplinary background,students should improve their learning initiative and stimulate their internal motivation;Consolidate professional foundation and broaden professional vision.At the tutor level,we should strengthen the sense of responsibility and improve interdisciplinary literacy;Strengthen guidance and innovate guidance methods.The school level should promote curriculum optimization and enrich curriculum structure;Integrate resources and build an interdisciplinary communication platform;Teacher teacher interaction,encourage multi tutor joint training.