Research On The Professional Adaptation Of Interdisciplinary Master’s Degrees In Local Universities

With the rapid development of society and economy,the demand for composite talents with interdisciplinary and interdisciplinary knowledge has increased dramatically in the industry,and the interdisciplinary intersection and integration has become an important reform point in university education,and the cultivation of innovative talents with interdisciplinary knowledge has become a major challenge for higher education.Compared with non-interdisciplinary master students,interdisciplinary master students have great differences in professional knowledge background,professional way of thinking and professional learning methods,and many students have great problems in adapting to the new profession.At present,as an important part of composite talents,many local colleges and universities do not pay much attention to interdisciplinary master’s students,and schools,as the main battlefield of talent cultivation,still face a series of problems that need to be improved and solved in terms of tutor guidance,management services,curriculum situation and research environment.Therefore,this study proposes the following question: "How the professional adaptability of interdisciplinary master’s students in local universities during their study process?" "What effects of school environment variables on students’ professional adaptability have? What are the problems? What is the degree of influence?" "What are the individual causes and the causes of the influence of school environment factors on the current situation of professional adaptation of interprofessional master’s students in local universities?" "What measures should be taken to enhance the professional adaptability of interdisciplinary master’s students in local universities?" Four main research questions.Through the literature research method,self-efficacy theory,learning motivation theory and constructivist learning theory were taken as the theoretical basis for the preparation of the questionnaire on professional adaptability of interdisciplinary master’s degree students in local colleges and universities,and the dimensions of school environment influencing factors were derived through literature review,and self-development theory was taken as the overall theoretical basis for the study,and the research method of combining quantitative and qualitative research was adopted.Firstly,the current situation and environmental factors of professional adaptation of interprofessional master’s students in four local institutions in Tianjin were analyzed through questionnaire surveys,and it was found that the professional adaptation of interprofessional master’s students in local colleges and universities was average,with significant differences in gender,grade and interprofessional type.Interprofessional master’s degree students in local colleges and universities have higher professional identity,more professional commitment,difficulties in professional learning methods as well as professional knowledge application and innovation,low professional selfefficacy,and mainly external motivation for professional learning.In the analysis of school environment factors,it is found that the interdisciplinary master students in local universities are satisfied with the academic level of their supervisors,and need to improve their attitude,responsibility,guidance ability and academic ethics;in terms of management services,the overall quality of management services is not high,especially the scholarship system needs to be improved;in terms of curriculum situation,the number of professional courses is small and the quality is low;in terms of research environment The most dissatisfied,especially the research funding and project support,academic exchange opportunities are less.At the same time,the regression model was established and modified for the factors influencing the school environment of professional adaptation,and it was found that in terms of the influence of environmental factors on the dimensions of professional adaptation,mentoring had a significant influence on professional identity,professional learning motivation and professional self-efficacy,course situation had a significant influence on professional identity,professional learning motivation and professional self-efficacy,management service had no significant influence,and research environment had a significant influence on professional learning behavior.There is a significant effect of research environment on professional learning behavior.Secondly,the quantitative study was supplemented by in-depth interviews to explore the causes of the professional adaptation of interprofessional master’s students in local universities and the influence of school environment factors.Individual reasons such as weak professional learning initiative,poor learning status,insufficient internal learning motivation and wrong direction of effort and fruitless over-investment were found for the professional adaptation of interprofessional master’s research in local colleges and universities;at the school environment level,it was found that tutor guidance played a dominant role in the professional adaptation of interprofessional master’s students,course situation played a direct role in the professional adaptation of interprofessional master’s students,and management services played a significant role in the In the school environment,it was found that supervisor guidance plays a dominant role in the professional adaptation of interdisciplinary master’s students,course situation plays a direct role in the professional adaptation of interdisciplinary master’s students,management service provides basic institutional guarantee for the professional adaptation of interdisciplinary master’s students,and research environment provides platform and opportunity support for the professional adaptation of interdisciplinary master’s students.Finally,suggestions are made to promote professional adaptation of interdisciplinary master students from both individual and school levels.At the individual level,it is necessary to improve the cognitive structure,strengthen the adjustment of autonomy,and put forward the suggestions of emphasizing learning initiative,changing passive to active,adjusting learning status,changing negative to active,transforming learning motivation,strengthening internal motivation,finding the right direction of input,and improving professional merit.At the school level,it is necessary to strengthen the construction of school environment and guide the subject to make meaningful "selection",and it is proposed to strengthen the construction of tutor team,improve the tutor’s multiple evaluation system,promote the construction of management system,improve the management service support system,optimize the curriculum structure,improve the feedback mechanism of teaching quality,strengthen the financial support for the subject,and optimize the research platform.The suggestions include: improving the mentor team,improving the management system,improving the management service support system,optimizing the curriculum structure,improving the teaching quality feedback mechanism,strengthening the project funding support,and optimizing the research platform.