| With the acceleration of the construction of "new liberal arts",liberal arts graduate education is facing new challenges.As an important part of the postgraduate group,the development of liberal arts master students is of great significance to the improvement of the quality of postgraduate education.At the same time,higher education has entered the popularization stage,more and more college students choose to continue to study for master’s degree,and cross-professional graduate students are also a very large group.Most researchers have carried out theoretical analysis on how to train cross-major master’s students,taking "student-oriented" learning experience as a new perspective to measure the quality of graduate education,focusing on students’ subjective experience,and reflecting the level of graduate training by the growth and harvest of students.In terms of the performance of the learning experience of the interdisciplinary master’s students in liberal arts,this study takes the student development theory,the achievement need theory and the customer experience theory as the research foundation,and mainly analyzes the research object of some interdisciplinary master’s students in S University through the interview method.In combination with the principle of purposeful sampling,in-depth communication is conducted with the research objects in accordance with the conditions,so as to obtain research data.Based on the further interpretation of the research data,it can be divided into these dimensions,which are "learning adaptation","professional learning","interpersonal communication","campus environment" and "development management",so as to reflect the current situation of the learning experience of the interdisciplinary master students of liberal arts in S university.It is found that the motivation of cross-specialty master students is multiple;At the same time,the factors affecting the adaptability of cross-specialty master students to graduate school are not only because of the cultural differences between disciplines;Furthermore,the cross-major master’s experience is closely related to many factors,such as the individual student’s understanding of the new major,the style of the instructor,the cultural atmosphere of the campus,and the training program implemented by the relevant college,which may lead to changes in the cross-major master’s learning experience.In order to give full play to the advantages of interdisciplinary master students in liberal arts and make up for the shortcomings,we can make some improvements from the individual level,the tutor level,the school level and so on.First,interdisciplinary master students need to set up long-term goals and plans,take the initiative to adjust themselves;Second,the supervisor needs to provide more active guidance,explore the characteristics of the cross-specialty master’s background,stimulate the student’s drive;Finally,schools need to realize the importance of cross-disciplinary master’s student community training to improve the quality of educational resources in all aspects.Through continuous optimization of the learning experience of interdisciplinary master students in liberal arts,to achieve the purpose of improving their training quality. |
