Study On The Quality Evaluation Of Practical Teaching Of The Full-time Engineering Master

In order to meet the needs of social and economic development for applied and compound high-level engineering technology and engineering management talents,China has been recruiting full-time graduate students to study for a master’s degree in engineering for fresh graduates since 2009,and the structure of engineering master’s students began to change from working people to fresh undergraduates who lack working experience and practical ability,so it becomes an important issue to improve the practical ability of full-time engineering master.As one of the cultivation links of full-time engineering masters,practical teaching plays a pivotal role in improving students’ practical ability,and its quality is the lifeline for the survival and sustainable healthy development of engineering master’s education.At the same time,China’s postgraduate education has entered the stage of connotation development,which needs to take evaluation as the hand to promote the improvement of education quality.Therefore,the evaluation of the quality of full-time engineering master’s practical teaching needs to be paid more attention,and the current situation of who evaluates the quality of practical teaching,what is evaluated,how to evaluate,and how to use the evaluation results,and timely clarify the problems of evaluation and improve them is the key to promote the quality of practical teaching through evaluation.It is the key to promote the development of practice teaching quality through evaluation and achieve the goal of talent cultivation.Based on this,this study selects 40 universities of "Double First-Class" initiative.And it collects the texts about the management of full-time engineering master’s practice teaching.Then it uses the qualitative analysis method to study the management and control of full-time engineering master’s practice teaching quality in universities.This study regards the quality management and control of practice teaching as an evaluation process,focuses on four elements of evaluation: subject,method,content and result and their specific contents,and sorts out the actual situation of the four elements of the practical teaching quality evaluation and analyze the problems of current practice teaching quality evaluation with the interviews of full-time engineering masters,mainly including: the role of evaluation subjects of engineering masters and the rights of evaluation subjects of enterprises are missing;the evaluation methods are relatively single,and quantitative and qualitative evaluation are not realized.The evaluation content focuses on measurable indicators,and the evaluation standard has a tendency of homogenization and insufficient understanding of the existing evaluation indicators;the function of evaluation results is limited,and the effectiveness of feedback of evaluation results is insufficient.The reasons for these problems are explored: the influence of traditional educational concepts and ways of thinking;the vague role orientation of evaluation subjects and the lack of collaboration;the convenience and efficiency of the operation of summative evaluation methods;and the lack of in-depth understanding of the feedback function of evaluation results.Then,based on the existing problems and causes,several targeted improvement suggestions and measures are proposed from the OBE concept and the fourth-generation education evaluation theory.