Research On Self-reported Academic Learning Gains Of Postgraduates In Education

As the reform of postgraduate education has entered a new stage,all sectors of society have also paid enthusiastic attention to the quality of postgraduate education in my country.The evaluation of graduate education has gradually shifted from external evaluation to the perspective of personal evaluation within graduate students.Under today’s learning-centered education and training philosophy,the academic learning gains in the internal personal evaluation of graduate students are the key indicators of the development and educational quality of graduate students,and they are also an significant representation of the quality of graduate education.Exploring the academic learning gains of graduate students and their influencing factors,and putting forward relevant proposals are of great importance for improving the academic learning gains of graduate students and improving the quality of higher education training.This research uses qualitative research methods to explore their academic learning gains.This research strictly follows the three-level coding procedure of analyzing text data in the grounded theory of qualitative research methods,and compiles the master of education.The academic study of graduate students harvests the interview outline,adopts purposeful sampling to conduct in-depth interviews with postgraduates in education.After the interview,the recording materials of the interviews are obtained,and they are converted into text materials in time,and the text materials are encoded at three levels,and finally built Theoretical model diagram of elements influencing academic learning gains of postgraduates in education.In the theoretical model of this study,the academic learning gains of postgraduates in education include knowledge gain,ability gain and emotional gain,the factors that affect the academic learning gains of postgraduates in education are divided into external and internal,and the external is the academic foundation before admission,School resources,interpersonal interaction,influence of mentors,internally are learning difficulties,learning input,and learning expectations.This research offers proposals from the four areas which are school,tutors,teachers and graduate students.First,the school should create an academic environment and improve the support of settings,improve the graduate curriculum system and carry out various academic activities,strengthen the construction of the faculty and promote Teaching by learning teaching mode,harmonious interpersonal interaction environment,collision of thought sparks.Secondly,tutors should communicate more with graduate students and increase teacher-student interaction,focus on teaching students in accordance with their aptitude and pay attention to the growth of graduate students in all aspects,give full play to their role models and value the invisible encouragement of tutors,provide academic research opportunities to promote the development of graduate students through practice.Thirdly,teachers who are not tutors should carry forward the advantages of after-class research and guidance to improve the pertinence of postgraduate training,make up for the vacancy of tutor guidance and train graduate students from multiple perspectives.Finally,graduate students should correctly understand themselves and establish reasonable development goals,improve learning enthusiasm and enhance self-efficacy,optimize independent learning exploration paths and promote self-reflection,timely guide bad emotions and adjust learning expectations,seek help from the outside world and work together to solve difficulties.