Comparative Education Postgraduate Training Mode And Enlightenment

1979 marked the first year that China began to enroll graduate students for comparative education study. Since then, graduate students have become the major force in the research area of comparative education in China. Graduate education, as the highest level of higher education, its quantity and quality is a bencemark to evaluate both a country's level of development of higher education and its potential and prospect of cultural and scientific development. The training mode is closely related to the number and the quality of our graduates. For quality, it's the key factor. Recent years have seen a boom time in China's graduate education with a more and more enlarged group of graduate students. This has brought the problem of game playing between quantity and quality. Thus people are beginning to pay attention to the training mode for graduates.The unique talent training mode of American universities has long been respected by the whole world. It is a complete, normative, diversified and flexible mode that every major inside can develop properly. For comparative education discipline, it has also made outstanding achievement. The comparative education program of Stanford University serves a perfect example in this regard.With "Practical Education" as its teaching philosophy and high-level "leading talents" as its training target, the comparative education of Stanford University has a comprehensive establishment of different specialties, a modularized class arrangement, a diversified training mode and a plural talent evaluation system. All these have contributed to its world-renowed prestige. Its advanced training mode represents the future trend for graduate training in comparative education and has been a successful example for more and more others to follow.This article chooses Stanford University as an example to exam training mode for graduate students in comparative education in American universities from three aspects:training target, training process and training quality management. It also summarizes the features of that training mode. As a comparison, it then analyses current problems facing the training mode in China. In the end, several recommendations for future reform are put forward.In all, the article is divided into five sections:The first part is an introduction, which generally states out the reasons for choosing this topic, its meanings, current research situation, research ideas and methods.The second chapter is the second part. It gives a theoretical interpretation of training mode for graduate students, analyses its definition and discusses different elements inside it, such as training target, training process, training quality management and the interrelations among them. The third part is a case study of the International Comparative Education (ICE) Program at the Stanford University, elaborating it from three aspects, respectively training target, training process and training quality management.Based on the case study of Stanford University, the forth.part summarizes the features of American training mode for graduate students in comparative education study.The last part discusses the reform direction for the training mode of graduate students in comparative education study in China, after making a comparison between the domestic training mode and that of the US.