What Master’s Degree Candidate Says About Good Teaching

Course teaching is an important way for master students to master basic knowledge and expertise,and it plays an important role in cultivating students’ innovative ability.However,the teaching has the problems of single mode,lagging content,and poor teaching effect,and its role in the cultivation of master students is severely restricted.As the most direct participants and beneficiaries of the course,students have a more comprehensive and profound feeling and experience in the course teaching,and their knowledge and opinions can directly refer to the "sticking point".However,the current research on how to improve the teaching quality of the course lacks the voice of the students,and it fails to dig deeper into the expectations of the master students for the course teaching.Therefore,this study will explore the actual and actual state of the course teaching from the perspective of master students,and provide a theoretical reference for improving the quality of course teaching for master students.In this study,firstly,an open interview survey was used to collect good teaching indicators from the perspective of master students,and a questionnaire was prepared based on this.Then,a self-edited questionnaire was used to survey 572 full-time postgraduate students of N University.This article focuses on the following questions:First,what are the characteristics of good teaching in the eyes of master students?Are there differences in the understanding of good teaching among master students with different background characteristics?Second,what is the actual course teaching perceived by master students?Is there a difference from expectations?Third,how does teacher teaching actually perceived by master students affect student learning?Is there an intermediary variable between learning input and teacher teaching results that are actually perceived?After data analysis,the findings of this study are as follows:First,when master students judge whether the teaching of the course is of high quality,the importance of each dimension for teachers’ teaching is from high to low:teacher literacy,teaching content,teaching skills,teachers and students Interaction and teaching methods.In terms of teacher teaching,master students pay more attention to content than form,and pay more attention to teachers’ quality and ability rather than the interaction between teachers and students.For student learning,the importance of learning results is higher than learning input.In terms of student learning,master students value results more than processes.With regard to the characteristics of good teaching,students’ views present the following characteristics:in terms of teaching content,the content is cutting-edge,practical and in-depth;in terms of teaching skills,the teacher’s lectures are easy to understand and focus on inspiration and guidance;High professional quality,serious and responsible;in teacher-student interaction,teachers and students pay attention to the process of teaching and in-depth exchanges after class;in teaching methods,teachers mainly use a combination of systematic teaching methods and teaching and reporting methods;invest in learning In the above,students can achieve emotional involvement,learning interest is stimulated,and the future development direction is clear.In terms of learning results,through course learning,students’ knowledge base can be consolidated and their scientific research capabilities improved.For other non-essential factors of good teaching,the students’ views show the following characteristics:In the teaching of teachers,teachers understand themselves and adopt new teaching methods such as classroom discussions and group cooperation.There is a positive interaction between teachers and students in class.In the course learning,students have active behavioral input,and general ability can be improved.Secondly,the expectations of graduate students on teacher literacy,teaching content,teaching skills,teacher-student interaction and teaching methods are significantly higher than that of senior students,and they also hope to invest in curriculum learning to strengthen the knowledge base and enhance scientific research capabilities through curriculum learning.And universal capabilities.The expectations of ordinary college students for improving general abilities through curriculum learning are significantly higher than those for double-first-class college students.Thirdly,overall,the actual perception of master’s degree teaching is significantly lower than expectations,indicating that there is still a lot of room for optimization of the current master’s degree teaching.In terms of the standardization of teaching,students’actual perception shows the following characteristics:teachers have high professional qualities,conscientiousness and responsibility,have clear teaching plans,provide learning support for students,and better use the system of teaching methods.Through the course study,the professional basic knowledge of master students is consolidated,and the ability of document search and analysis is improved.However,at present,master students feel the lack of research in the course teaching,which is specifically manifested in the lack of cutting-edge and practical teaching content and lack of depth.Teachers’enlightenment and guidance to students are insufficient,and feedback is not timely enough.Curriculum learning plays a limited role in the higher-level development of master students.It has not stimulated students’ interest in learning and research,nor has it effectively improved students’ ability to find,analyze,and solve problems.The actual interactivity of course teaching perceived by master students is also insufficient.The specific manifestation is the lack of interaction between teachers and students.Course learning fails to promote students’ classroom participation and after-school learning.But teacher-student interaction and behavioral input are secondary factors in the eyes of master students.In addition,the current classroom teaching,group cooperation and other teaching methods that teachers are most concerned about and the role of curriculum learning in improving the general ability of master students are not valued by master students,and there is a problem of over-investment.Fourthly,teacher-student interaction and teaching content have a significant positive impact on emotional input,behavioral input,scientific research ability,basic knowledge and general ability.Among them,teacher-student interaction has the greatest impact on emotional input,behavioral input and scientific research ability.Teaching methods have have a significant positive impact on behavioral input,scientific research ability,basic knowledge and general ability,which have the greatest impact on general ability.Teaching skills have a significant positive impact on behavioral input,scientific research capabilities,and basic knowledge,which have the greatest impact on basic knowledge.Teacher literacy has no significant effect on learning input and learning results.The test results of the intermediary effect of learning input indicate that emotional input and behavioral input have a significant intermediary role in the impact of teacher teaching on learning results,and the indirect effect of emotional input is higher than that of behavioral input.Based on the above findings:This article draws three conclusions:1.From a student’s subjective perspective,quality teaching for master’s students emphasizes knowledge as the center.It contains two realms of knowledge.The first is the teaching and acquisition of knowledge.Students master the basic knowledge of the subject through the in-depth explanation of the teacher system;another important thing is to guide the teacher to conduct more in-depth exploration on the basis of knowledge acquisition,and achieve the creation of knowledge.2.From the perspective of students’actual perception,the quality teaching of master students highlights student-centeredness.In teacher teaching,the two subjects of teachers and students are closely connected,and the interaction between teachers and students is emphasized.In student learning,pay attention to the emotional involvement of students.3.At present,the standardization of the master’s course is acceptable,but the research needs to be improved urgently.The teaching of master’s degree courses must not only pursue norms,but also face uncertainty,inspire and guide students through uncertain knowledge and teaching.According to this,this article puts forward the following suggestions for optimizing the teaching of courses:First of all,it is necessary to return to knowledge itself,improve the knowledge structure of students,consolidate the knowledge base of students while adding cutting-edge and practical knowledge.Secondly,we must return to the teaching itself,improve the evaluation mechanism,pay attention to the participation of master students in the teaching design of the course,and try to carry out small-class teaching as much as possible to promote teacher-student interaction and student learning input.Finally,we must adopt a problem-centric teaching model,pay attention to enlightenment and guidance,and stimulate students’ autonomy.