A Study On The History, Current Situation, And Differences In The Cultivation Of Postgraduate In Higher Education Between China And The United States

The training programme is the main basis and programmatic document for talent cultivation,which comprehensively reflects the relevant policies of national graduate education,the school’s training objectives,and the graduate training methods.This article selects Xiamen University and the top five universities in the QS global education discipline rankings in the United States and China,including Harvard University,Stanford University,University of California,Berkeley,Columbia University,and University of California,Los Angeles in the United States,as well as Beijing Normal University,Peking University,East China Normal University,Tsinghua University,and Zhejiang University in China as research cases.This article uses case study method to analyze the current status of master’s degree programs in higher education in 11 universities in China and the United States.Historical research method is used to sort out the development process of master’s degree programs in higher education in China and the United States.Comparative research method is used to compare and analyze the master’s degree programs in higher education in China and the United States,Finally,using the theory of internal and external relations in education,analyze the reasons for the differences in the training programme for higher education master’s students between the two countries.Through an analysis of the current status of the training objectives,training years,training methods,credits,and curriculum systems in 11 universities’ training programs,it was found that there are significant differences in the training programs for higher education master’s students between China and the United States.Firstly,in terms of training objectives,China emphasizes the cultivation of moral character and professional abilities,emphasizing the mastery of theoretical and professional knowledge in higher education;The United States pays attention to practical ability,leadership and problem-solving ability,and cultivates educational leaders and innovators.Secondly,in terms of training duration,the master’s degree program in higher education in China lasts for three years;In the United States,it is one year.Thirdly,in terms of training methods,China implements multi link academic training with universities as the main body,and implements scientific research education;The United States implements joint training among schools,enterprises,and other entities,emphasizing the cultivation method of social practice,requiring students to engage in social practice in universities,educational institutions,and government departments to achieve practical education.Fourthly,in terms of credits,China implements an academic year credit system with limited elective scope;The United States implements a full credit system of cross departmental mutual recognition.Fifthly,in terms of curriculum system structure,China is divided into compulsory courses and elective courses,with subject compulsory courses as the main focus,emphasizing the construction of students’ theoretical knowledge system;The United States is divided into public compulsory courses,professional compulsory courses,and professional elective courses.There are a large number of elective courses,with micro research as the main focus and emphasis on training students’ thinking.Through a comparative study of training programs between China and the United States,it was found that there are still the following shortcomings in China’s higher education master’s program:the training objectives are single and the expression of objectives between institutions is highly similar,only emphasizing the research ability of academic talents,and the professional roles are all directed towards engaging in higher education management,scientific research,teaching,and related work,lacking the requirements for practical work abilities.The training method lacks practical links,and theory is disconnected from practice,resulting in talent cultivation not meeting social needs,and master’s students lack employment advantages.In terms of the curriculum system,there is not enough space for elective courses to choose from,and the teaching content focuses on macro theoretical research,lacking micro research.The study further found that the reasons for the differences in the training programs for master’s degree students in higher education between China and the United States can be divided into external and internal factors.External factors mainly include three aspects:national policies,educational concepts,and the autonomy of universities in running schools.Firstly,national policies have directional guidance and specific regulations for the formulation of training programs.Second,in terms of educational philosophy,the United States emphasizes pragmatism and cultivates practical talents;China emphasizes Marxism and emphasizes the comprehensive development of people.Third,in terms of the autonomy of colleges and universities,China is a government led university,while the United States is a market led university.The relationship between the government and colleges and universities determines the discretion of colleges and universities in terms of autonomy of running schools,and determines whether colleges and universities can flexibly set professional degree names,curriculum systems,training methods and other contents according to the competitive needs of the market when formulating training programs.The internal factors mainly include three aspects:degree type,subject construction level,and cultural heritage:firstly,the degree type of the subject,and the focus of academic and professional degrees on talent cultivation is not the same.The characteristics of transitional and summative degrees also determine the differences in training years,objectives,and methods;The second is the level of discipline construction in universities,and the training programme is the result of a comprehensive game between universities based on their own strength and resources;Third,influenced by Confucian culture,China attaches great importance to cultivating students’ character and morality,while the United States is keen to pursue truth and advocate freedom under the influence of Christian culture.Finally,looking back at the current status of master’s degree programs in higher education in China and the United States,three conclusions can be drawn:firstly,China can consider developing a master’s degree in higher education;The second is to improve the abilities of higher education master’s students through internship practice;The third is to broaden the academic perspective of higher education master’s students through interdisciplinary courses.At the same time,three levels of inspiration are drawn:firstly,at the school level,it is necessary to respond to the needs of economic and social development and cultivate diversified talents;Secondly,at the professional level,establish a master’s degree in higher education,implement classified training,and strengthen practical education.Thirdly,at the curriculum level,increase the proportion of research-based curriculum teaching and enrich the forms of curriculum assessment.