Study On The Learning Satisfaction Of Full-Time Master Of Education

Since 1997,China began to recruit students to study for master of education.Compared with ordinary graduate students,their talent training objectives have more clear characteristics of compound,professional and applied.Their satisfaction with learning in school will not only directly affect the professional growth and development of students,but also affect the quality of primary and secondary school teachers.In view of this,the research on learning satisfaction of full-time master of education(hereinafter referred to as master of education)in this paper will help the training units to understand the current situation of students’ learning,and "develop strengths to make up weaknesses" and "suit the remedy to the case" in view of the problem of talent training,so as to promote the school to improve the teaching work and provide reference opinions for the education evaluation of master of education,and finally improve the quality of talent training of master of education.This paper first summarizes and comments on the research results of learning satisfaction and master of education.Secondly,masters of education in Y university were selected as the research objects to carry out empirical research.Questionnaire survey and interview were used to understand the satisfaction status and hidden problems of master of education in six aspects: curriculum teaching,learning and research ability,practice,tutor evaluation,learning environment and management service.Finally,combined with the analysis of the problems and reasons,the paper puts forward some countermeasures and suggestions to improve the learning satisfaction of the master of education.The survey of this study shows that the learning satisfaction of the master of education is not high,and the order of the satisfaction of the six factors from high to low is: tutor evaluation,course teaching,learning environment,management services,practice and research ability.In demographic variables,students’ origin,professional interest and professional type will significantly affect students’ learning satisfaction.According to the survey results and interviews,four types of problems are summed up:unclear interpretation of education objectives leads to abstract and fuzzy positioning of talent cultivation;there is a certain gap between the guidance of professional teachers and the actual needs of students;incomplete conditions and facilities lead to unsatisfactory practice effect;imperfect incentive system and employment guidance show that there is still room for improvement of management and service ability.Combined with the problems and reasons found in the research,suggestions are put forward in the fourth part of this paper: firstly,the training units should correctly understand the meaning of applied talents,take a reasonable balance between academic research and application practice as the focus,and then strengthen the students’ learning and research training;secondly,based on the construction of professional teaching staff is the core,in the context of establishing a new relationship between teachers and apprentices from the knowledge,ability and structure optimization to create a number of benchmarking teachers;finally,in order to comprehensively improve the management service ability,colleges and universities need to focus on improving the diversified incentive system,and highlight the individualization under the specific background of education career the characteristics of employment guidance.