A Study On The Improvement Of The Interdisciplinary Training Model For Master’s Students From STEM Perspective

In order to solve the interdisciplinary practical problems that are constantly emerging in today’s society,and to ensure my country’s core competitiveness,it is particularly important to improve the quality of interdisciplinary training of academic postgraduates in provincial universities.This research investigates the interdisciplinary training situation of academic postgraduates in provincial universities through the literature research method,questionnaire survey method,and interview method,with a view to improving the interdisciplinary training model of academic postgraduates in provincial universities and improving the quality of academic postgraduate training.The goal of this research uses STEM as the theoretical basis,and extracts the elements of the current interdisciplinary training model for academic postgraduates,namely,training objectives,knowledge and skill reserves,interactive teaching and learning,collaborative training environment,and quality assurance.Through self-compiled questionnaire surveys and empirical research methods supplemented by interviews,it is concluded that the main problems existing in the current interdisciplinary training model of academic postgraduates in provincial universities are: poor learning methods and effects,less independent choice of elective courses,and teaching with traditional guidance and review methods,scientific research activities lack interdisciplinary nature,and the scholarship and scholarship system is not sound.The attribution of the problems found is explained from the four levels of government,schools,teachers,and students.Government level: policy formulation is not in place,professional settings are too detailed,and interdisciplinary funding mechanisms are lacking;school level: lack of guidance for interdisciplinary concepts,barriers to interacademic cooperation,lack of a training environment for interdisciplinary cooperation,The interdisciplinary incentive system is not sound;teacher level: insufficient recognition of interdisciplinary concepts and insufficient interdisciplinary development;student level: weak awareness of the importance of interdisciplinary and excessive “utilitarianism” in employment.Furthermore,this research proposes corresponding improvement strategies from the above four levels of attribution.Government level: strengthen the understanding and implementation of interdisciplinary policies,optimize the catalog of graduate majors,and improve the dynamic interdisciplinary funding mechanism;School level: Implement the interdisciplinary concept to the entire training process,establish a project-based interdisciplinary training system,encourage the establishment of spontaneous interdisciplinary scientific research teams,create a diverse cooperation and exchange platform,enrich the forms of mentor guidance,and establish interdisciplinary training incentives Mechanism;teacher level: enhance the recognition of interdisciplinary training and improve one’s own interdisciplinary literacy;student level: cultivate interdisciplinary research interest and pay attention to their own sustainable development.