A Narrative Study Of The Study Experience Of Minority Postgraduate

In 2021,China's higher education enrollment rate has exceeded 50%,entering the stage of popularization.At the same time,the quality of higher education has become the focus of social concern.In the context of official teaching evaluations led by the Ministry of Education and various semi-official and private third-party evaluations,student experience has become an important dimension and a new perspective for examining the quality of higher education.China is a multi-ethnic country.Minority postgraduates have the dual identities of ethnic minorities and postgraduates.Their study at the postgraduate level is not only to achieve their own development,but also to shoulder the important task of developing the economy and education of their hometown.This research uses the College Student Experience Questionnaire(CSEQ)compiled by Indiana University as a reference,and adds cultural content.Minority master graduate students are selected as the survey object.The study is based on academic background,professional learning,and interpersonal skills.The five dimensions of communication,campus environment and development management explore the current status,differences,influencing factors,and how to effectively improve the quality of ethnic minority higher education.The study found that although with the support of national policies,the higher education of ethnic minorities has made great progress,but due to historical and practical reasons,there are still some problems.Based on the stories of 14 postgraduates of various ethnic groups,this article analyzes the performance and influencing factors of the experience of minority postgraduates in various dimensions.The results show that the study experience of ethnic minority postgraduates mainly has the following manifestations:due to inadequate and unclear policy propaganda,ethnic minority postgraduates,especially young students,will be blinded in choosing postgraduate studies.Facing problems such as cultural adjustment difficulties,negative performance in curriculum learning and scientific research,passive communication with teachers and peers,unreasonable time planning,and high employment expectations in campus study and life.Through analysis,the author believes that there are the following influencing factors:cultural differences,academic requirements,interpersonal communication,campus facilities and systems,etc.For this reason,the author believes that the study experience of minority postgraduates should be improved from the three levels of the government,universities and individuals.The government level should adjust the talent structure of young cadres according to local needs;broaden the employment fields of ethnic minority students and strengthen employment guidance;develop the economy and culture of ethnic minority areas and enhance the sense of belonging and identity of ethnic minority students.The university level should improve the supporting facilities of relevant preferential policies;build an open talent training system,set up courses reasonably;strengthen the construction of-campus infrastructure,and enhance the humanistic care for minority students.At the teacher level,it is necessary to enhance teacher-student interaction and adopt multiple communication methods;strengthen the construction of teacher ethics and style,and treat students fairly.At the personal level,ethnic minority students should correctly understand themselves and improve their self-awareness;enhance their sense of integrity and establish the lofty ideal of building their hometown.The author tries to reproduce the real learning experience and feelings of ethnic minority postgraduates,providing practical reference for universities and various education departments,and also providing a new entry point for improving the learning conditions of ethnic minority postgraduates and enhancing their independent learning ability.