Study On The Status Quo And Countermeasures Of Professional Learning Of Interdisciplinary Master Of Education Students

From educational reform to enrollment expansion,the source of students is constantly increasing,and the number of graduate students is also gradually increasing,among which there are interdisciplinary master’s students,especially interdisciplinary master’s students of pedagogy.There is a great difference between such students and other students.In order to improve the quality of education of such master’s students,It is necessary to study the problems existing in professional learning of such students.According to relevant documents and policies issued by the Ministry of Education,in order to improve the quality of education and cultivate diversified talents,colleges and universities are carrying out relevant reform across departments,majors,disciplines,sections and levels,in order to overcome the gaps in talent training and cultivate a large number of innovative and compound high-quality talents needed by The Times.However,in the professional study of interdisciplinary education of postgraduate,appear a variety of learning problems,therefore in the process of learning to find their real professional learning problems,find out the reason,carries on the analysis,get the right strategy,give corresponding for interdisciplinary education of postgraduate study to help and support,also for such students to improve the quality of education,Then promote the development of postgraduate education.Through questionnaires,interviews,literature and other methods to study the interdisciplinary master of education graduate students in professional learning problems,the interdisciplinary master of education graduate students learning problems are investigated,the analysis of the problems and causes,put forward the methods to improve the problem.The questionnaire selected 100-150 samples for data analysis,and then interviewed 20 interdisciplinary master of education graduate students,from which the corresponding problems existing in their learning;Through data analysis,dimensions of professional learning problems of interdisciplinary master of pedagogy students are found.From the learning interest,learning motivation,learning style,learning training,learning mentality,learning research and employment and other aspects of the questionnaire survey,through the data analysis of the results of the questionnaire,the specific problems of professional learning;Through in-depth interview on the professional learning problems of the interdisciplinary master of pedagogy students in the process of learning,as well as from themselves,tutors,schools and other factors,and analysis,draw conclusions and put forward solutions.The study found that through the analysis of the interdisciplinary master of pedagogy students in the learning period,and from the learning interest,learning methods,learning input and learning effectiveness and other dimensions,the following problems appeared:pedagogy learning interest and motivation is not firm;The learning style does not match the postgraduate study of education discipline;Pedagogy learning input and attitude are unstable;Pedagogy learning results and expectations gap.The reasons are as follows: learning lost,learning attitude is not correct;Weak professional foundation and weak learning ability;Psychological adaptability is not strong,self-confidence frustrated;The management is not in place and the training measures lack particularity;The tutor’s guidance is not comprehensive enough and the pertinence is weak.To this end,the following suggestions are put forward:deeply understand and participate in educational research and practice,clear learning direction;Take the initiative to strengthen the study of educational theories and methods to make up for professional shortcomings;Actively adjust learning attitude,optimistic face confusion and anxiety dilemma;Based on the advantages and shortcomings of examinees,the development of targeted training mode;Strengthen the tutor’s personalized guidance and narrow the differences between cross-examinees and non-cross-examinees.