Research On The Quality Status And Improvement Strategy Of Full-time Education Master’s Thesis

Quality is the lifeline of the development of postgraduate education in China,and improving the cultivation quality of full-time education master’s degree students is the way to achieve high-quality development of postgraduate education.Dissertation is the key link in the cultivation process of full-time master’s degree in education,and it is the final manifestation of the learning achievements of full-time master’s degree in education.The quality of dissertations is an important indicator to measure the quality of full-time master’s degree in education cultivation.Therefore,analyzing the current situation of the quality of full-time master’s degree dissertation in education and proposing improvement strategies are conducive to the cultivation of high-quality full-time master’s degree students in education.In order to gain insight into the current state of quality of full-time master’s degree theses in education,this study adopts a combination of subjective and objective perspectives to explore the current state of quality of full-time master’s degree theses in education,taking S University as an example and integrating the results of analyst-student interviews and the results of dissertation reviews.Firstly,based on interviews between teachers and students and the evaluation book of the full-time master’s degree thesis of S University,a quantitative analysis of the evaluation results of teachers and students and the evaluation results of the thesis was conducted,and it was found that the overall quality of the full-time master’s degree thesis of S University and the quality of each sub element were in good condition.Secondly,through qualitative analysis of the comments in the review of the full-time master’s degree thesis of S University,combined with the results of interviews with teachers and students,the problems in the full-time master’s degree thesis in education were summarized and summarized,including the five aspects of topic selection,literature review,research method,content and structure,and standardization and innovation.The problems include: the selection of the topic deviates from the professional field,the selection of the topic is too macro,the content of the literature review is thin,the literature review is stacked and listed,the selection of the research method is inappropriate,the use of the research method is inappropriate,the interpretation of the research method is simple,the analysis of data results is insufficient,the analysis of countermeasures is broad,the logic of content analysis is not strong,and the structure of the dissertation is unreasonable.Through interviews with teachers and students,it was found that students’ professional foundation is not solid enough and their awareness of quality crisis is weak;insufficient guidance and supervision from mentors,insufficient communication and exchange between teachers and students;the lack of strict process management and limited training in research methods in schools are the main reasons for the quality problems of full-time education master’s degree thesis.Finally,combining the problems and the causes of the problems,the strategies to improve the quality of full-time master’s degree thesis in education are proposed,namely,building up students’ awareness of the quality of dissertations: focusing on the accumulation of professional knowledge,correcting the attitude of dissertation writing,and increasing the investment in dissertation writing;consolidating the supervisor’s responsibility for the guidance of dissertations:strengthening the supervisor’s awareness of responsibility,mobilizing practical supervisors to participate in the guidance of dissertations,and improving the interaction and communication mechanism between teachers and students;improving the quality assurance of the dissertation by the university: strengthening the process management of the quality of the dissertation,attach importance to training students in research methods,and promoting the linkage between educational practice and dissertation writing.