A Study On The Learning Experience Of Students Applying For A Transfer To An Alternative Graduate School Based On Grounded Theory

With the intensification of competition for employment and the popularization of higher education,the phenomenon of "graduate examination fever" has received widespread attention in the education sector in recent years.In the case of fierce competition for examinations and limited postgraduate admission schemes in universities,some candidates who are not admitted to the first volunteer but whose preliminary examination scores reach the national line standard chose to transfer to an alternative graduate school.With the expansion of postgraduate recruitment,this phenomenon is becoming increasingly common,and students transferring to an alternative graduate school have even become one of the main sources of students enrolled in the master’s degree of some institutions.As a special group of students,what is their learning experience like? What’s wrong with their learning experience?What are the causes of these problems? How to meet their needs to make their learning experience better? These questions are the basis for improving the learning experience,and the key to improving the quality of postgraduate training.In this study,26 postgraduates who chose to transfer to an alternative graduate school and majored in Education are taken as the research subjects,and they are interviewed in depth.Based on Grounded Theory,the author coded the interview data at three levels.On this basis,the current state of their learning experience is presented in conjunction with a case study approach.Based on the survey results,the author analyzed the educational issues behind the current situation of their learning experience by combining Campus Environment Theory and Psychosocial Development Theory: unsatisfactory study experience due to random choice;psychological pressure,and confusion in self-orientation due to role change;difficulties in adapting to the difference between past study life and present study experience;the low sense of identity and belonging to the alternative school;lack of proactive self-adjustment in the face of emotional difficulties;the students’ lack of proactive self-adjustment in the face of emotional difficulties.Through an in-depth analysis of the search results,the author analyzed the problems from three perspectives:(1)Individual factors: the inevitability of "misunderstanding and imagination",the "inertia" behind existing experiences,the "self-requirement" that influences cognitive construction,and the "dynamic" distinction;(2)School factors: the lack of educational resources per student,and the absence of a "student perspective" in educational evaluation;(3)Socio-cultural factors: the internalization of group competition and the "Matthew effect" in the allocation of higher education resources.In view of the above problems,the author proposed the following ideas to optimize the study experience of transferring postgraduates:(1)The postgraduates who chose to transfer to an alternative graduate school should reasonably position their roles,grasp the connotation and requirements of new roles,actively change their cognition of the alternative graduate school,and strive to achieve role adaptation in the new environment.(2)The universities should focus on students’ study experience,improve the quality of university services based on "students’ perspective",and conduct orientation education for new students to relieve their psychological stress.(3)The universities and the government should work together to improve educational equity from the perspectives of expanding the ecological capacity of the university education system and improving resource allocation,to reduce the psychological gap of switched postgraduates and improve their academic happiness.