Research On The Effect Of Curriculum On The Research Competencies Of Academic Master Students

At present,the level of science and technology is an important symbol of a country’s comprehensive strength,and countries around the world are increasing investment in scientific research.China is still facing the dilemma of being restricted by others in the field of cutting-edge science and technology,and the demand for high-level scientific researchers is very urgent.Graduate education is the key way to cultivate a large number of high-end talents,and academic master students are the "reserve army" of scientific talents.At the same time,the scale of postgraduate education in China is growing,and the quality of training has become a topic of concern.Research ability is one of the criteria to measure the quality of postgraduate training,and it is also the primary training goal of academic master students,but the overall level of their research competency is not satisfactory.The curriculum is a basic way to cultivate research ability,but in practice it is in a marginalized position,failing to give full play to the cultivation of research ability of master’s students and conflicting with the policy regulations.Therefore,understanding the positioning of the curriculum in the cultivation of academic master’s students,what role it plays in the improvement of their research ability,and how it produces its effect is beneficial to further enhance the actual effect of the curriculum in the cultivation of talents.The study mainly adopts a qualitative research method.In the first stage,we sorted out the policies related to master’s courses and found that the state attaches great importance to the construction of master’s courses,and H University also clarifies that the construction of master’s courses is based on the principle of improving students’ research ability,and stipulates the course study for students in the master’s training program.On this basis,5teachers of master’s courses and 17 academic graduate students from different disciplines were selected from H University as the subjects of the study.In the eyes of the faculty,the curriculum played a more fundamental role in the training of master’s students,and the students generally had a positive attitude toward the curriculum,but there were also voices of doubt in both groups about the effectiveness of the curriculum.Thus,there is a disconnect between the policy and practice orientation of master’s programs.By using the rooted theory,the research ability of master students is categorized into four dimensions: research knowledge,research thinking,research skills and research quality.Research knowledge consists of knowledge accumulation and theoretical foundation;research thinking consists of problem awareness,logical thinking,and innovation;research skills include literature review,paper writing,research methods,foreign language reading and writing,and communication;research quality mainly refers to independence,perseverance and diligence.With reference to Taylor’s Principle,the curriculum is divided into four dimensions:curriculum objectives,curriculum content,curriculum organization and curriculum assessment.And it is found that the role of the curriculum on students’ research ability is mainly focused on research knowledge,research thinking and research skills.The influence on research quality is weak.The system,teachers and students are the three factors that influence the role of courses on master students’ research ability.The system is the fundamental factor,including the unified recruitment system for master students,master students’ training program,the management system of master students’ course and teaching evaluation system,which have an impact on students’ commitment to course learning,course setting,credit hour allocation and teachers’ teaching enthusiasm.Teachers are the direct influencing factors.Master’s supervisors can provide students with course guidance and help students to effectively combine research and course learning,and the attitude,teaching style,personal style,and qualifications of teachers also affect students’ commitment to course learning.Students are the decisive factor,academic motivation and academic aspirations will influence the formation of endogenous motivation.Master students with high academic aspirations are generally able to improve their research ability in the course.In view of the above-mentioned influencing factors,improvements should be made from four main bodies:school administration gives full play to its functions,faculty strengthens the construction of the curriculum system,faculty improves the enthusiasm of teaching in the curriculum,and students enhance their commitment to learning in the curriculum,so as to optimize the effect of the curriculum in the cultivation of master’s students’ research ability.