Research On Learning Engagement Of Postgraduate Of Education

Researchers have always paid close attention to the quality of higher education.With the continuous expansion of the scale and deepening of reform,the development of high quality has become the core theme of graduate education development in our country in the new period.The value-added process evaluation centered on "learning" has been widely recognized.Its basic idea is to emphasize the positive changes brought by the educational process for the growth and development of students,so that the study of learning involvement has become a new development trend in the field of higher education quality evaluation.At present,scholars at home and abroad have more researches on college students’ learning engagement and their research theories and methods are becoming more and more mature,while there are less researches on the learning engagement of postgraduate students.Due to various reasons,the study and development of master students of pedagogy in China is worrying,and most of the current research focuses on the investigation of training mode and learning effect,and pays little attention to the learning process.On the basis of learning engagement theory and measurement tools,this study compiled a questionnaire,took the postgraduate students of education in H University of Hebei Province as the survey objects,used statistical analysis methods,measured the learning situation of postgraduate students of education from the three dimensions of cognitive involvement,behavioral involvement and emotional involvement as the survey content,and explored the influencing factors of learning engagement.The main conclusions of this study are as follows:(1)The overall learning engagement of postgraduate students in education is average,slightly above the medium level;(2)Different grades,interdisciplinary or not,different voluntary choices,different types of universities for undergraduate study,and different papers published have significant differences in learning engagement,but different gender,different degree types,different majors,different academic performance of master of education students have slight differences in learning engagement;(3)Individual characteristics,training programs,tutor peers,environmental support and peer groups all have significant effects on students’ learning engagement.According to the specific results of the survey,this study puts forward the following suggestions:(1)improve the learning initiative and activate the driving force of learning investment;(2)Strengthen the support of tutors to guide the correct direction of learning input;(3)Optimize college training programs to ensure a solid foundation for learning investment;(4)Strengthen academic support of colleges and universities and provide strong guarantee for learning input;(5)Strengthen peer academic exchanges and enhance learning enthusiasm.