A Comparative Study On The Training Mode Of Postgraduate Students

Talents,especially high quality and innovative talents have become an important measure of countries' competitiveness,and the cultivation of high-end innovative talents has become an important way for countries to enhance their competitiveness.Postgraduate training is the main way to develop innovative talents in various countries.It is very important to establish a more scientific and sound postgraduate training model.China and Uzbekistan are important partners in the "One Belt And One Road" initiative.The learning and exchange of the talent-training model between two sides is more conducive to the cultivation of high-quality talents suitable for the development needs of the "One Belt And One Road" initiative,the improvement of the competitiveness of the two countries and the closer cooperation between the two countries.China's high-quality talents have developed rapidly in the past ten years,with a group of talents with solid theoretical knowledge,strong professional ability,strong scientific research creativity and strong social practice ability.In terms of talent training mode,no matter the curriculum system,award and assistance strength,infrastructure are constantly improving,and a distinctive graduate training mode has been established,which is important reference for Uzbekistan.Uzbekistan is deeply influenced by European and Russian culture,and the postgraduate training mode has obvious European characteristics,especially the teaching methods and curriculum,which can be used as a reference for China's postgraduate training mode to integrate with the country.Education equity theory is presented in this paper,and the theory of education practice based on the integrated use of questionnaire investigation,case analysis,comparative analysis and other research methods.Based on the theories of educational equity and educational practice,this paper uses a variety of research methods,such as questionnaire,case analysis and comparative analysis.To investigate and analyze the training objectives,curriculum setting and assessment of graduate training models of Guangdong Ocean University(GDOU)and Tashkent State Institute of Oriental Studies(TSIOS),and compares the two countries' graduate training models,deeply understand the current situation and find out the existing problems.Finally,combined with the relevant theories,aiming at the relevant problems,the paper puts forward the improvement measures in the aspects of postgraduate training objectives,curriculum,teaching methods,examination means,incentive strength,infrastructure,etc.,so as to improve the postgraduate training mode of the two countries and improve the quality and level of postgraduate training mode.Chapter 1 mainly reviews the research on the background of the topic,training objectives,teaching methods,curriculum setting and assessment modes in China and other countries.Chapter 2 defines the connotation and classification of the training mode and postgraduate training mode,and analyzes the elements of the postgraduate training mode.Then the theoretical connotation and application of educational equity theory and educational practice theory are analyzed.Chapter 3 analyzes the overall situation of graduate student training in Uzbekistan and China from the aspects of training objectives,curriculum setting,teaching methods,examination means,reward intensity,infrastructure,etc.Chapter 4 and Chapter 5 take Guangdong Ocean University and Tashkent State Institute of Oriental Studies as examples,through questionnaire and interview,investigate and analyze the postgraduate training objectives,curriculum settings,teaching methods,assessment mode,award and assistance strength,infrastructure and other situations of the two countries,so as to provide data and case support for the comparison and analysis of the commonness and individuality of the two countries' postgraduate training modes.Chapter 6 makes a comparative analysis of the similarities and differences between the two countries in the training objectives,curriculum setting,teaching methods,assessment modes,grant intensity and basic setting,based on the general situation introduction and investigation and analysis.Through comparative analysis,investigation analysis and text analysis,this paper analyzes the specific problems existing in the training mode of graduate students in the two countries.There are some problems in China's training model,such as the lack of layered definition of training objectives,the partial theory of curriculum setting,the lack of new teaching methods,the lack of teaching interaction,the lack of assessment means,the low degree of incentive for awards and AIDS,and the absence of infrastructure construction.However,there are some problems in Uzbekistan too,such as the single tone of training objectives,the unreasonable curriculum setting,and the narrow scope of assessment subjects,the absence of key areas for awards and AIDS,and inadequate infrastructure.It is found that unreasonable curriculum,single assessment means and insufficient infrastructure are common problems in the two countries' training models.Chapter 7 puts forward some suggestions on how to improve the training mode of graduate students in China and Uzbekistan.In the training of Chinese graduate students,the training objectives should be precisely defined,the curriculum system should be improved,the teaching methods should be enriched,the assessment methods should be improved,the grant intensity should be enhanced,and the infrastructure should be improved.Uzbekistan should pay attention to external assessment,key areas of incentive,improve the internal supporting measures,enrich the teaching curriculum,and establish the characteristics of training objectives.