Teaching reform of postgraduate courses 1
Postgraduate education is a high-level education, and cultivating high-level innovative talents with innovative ability is the mission and responsibility entrusted to postgraduate training units and postgraduate educators by the times.
Course teaching plays a vital role in cultivating graduate students' innovative ability. This paper analyzes the problems existing in the current postgraduate course teaching in China, and puts forward corresponding countermeasures.
Keywords:: postgraduate education innovation ability course teaching
Postgraduate education shoulders the heavy responsibility of cultivating high-level talents for the country.
In the increasingly fierce competition of national strength, actively developing graduate education and comprehensively improving the quality of graduate education will be the theme of graduate education in 2 1 century.
In 2005, the Ministry of Education issued "Several Opinions on Implementing the Innovation Plan of Postgraduate Education, Strengthening the Cultivation of Postgraduate Innovation Ability and Further Improving the Cultivation Quality". Curriculum teaching plays a key role in the whole training process of graduate students, and the cultivation of graduate students' innovative ability should be realized in curriculum teaching, or run through and implemented in postgraduate curriculum teaching.
Curriculum teaching is the basic way for graduate students to acquire scientific and cultural knowledge, professional knowledge, related knowledge, interdisciplinary knowledge, innovative methods, computers, foreign languages and other instrumental applied knowledge, and it is the initial stage of graduate education.
Therefore, course teaching plays an important role in the knowledge accumulation and thinking training of graduate students.
Course teaching is the basis of cultivating graduate students' innovative ability.
The purpose of this paper is to analyze the problems existing in the teaching of postgraduate courses in China at present and put forward corresponding countermeasures.
Problems in 1
1. 1 course
Whether the curriculum is scientific or not is directly related to the quality of postgraduate training, which has the premise and guiding role.
Postgraduate education in China is authorized by the first-level discipline, and the training plan is formulated according to two disciplines. The course includes two parts: degree course and non-degree course.
Among them, the credits of degree courses account for nearly 70% of the total credits. Except for politics and foreign language courses, degree courses are all professional courses, and elective courses are also basic theoretical courses based on majors, with few interdisciplinary and interdisciplinary courses.
As a result, the basic theory of graduate students can not be broadened on the professional basis, and their knowledge is narrow and their adaptability is poor.
The design of some courses is not based on the knowledge structure required by the training objectives of disciplines and majors, but on the ability and needs of teachers.
What classes the tutor wants to take and what classes to set when making the training plan.
In addition, the curriculum focuses on the research direction and pays insufficient attention to the basic theoretical knowledge. In the course setting, there is a common phenomenon that courses are set for different groups of people and training programs are formulated according to the research direction, which makes the postgraduate course system extremely irregular and lacks seriousness.
As a result, the class opening rate is low, and some classes even have only one candidate, resulting in a waste of human resources. At the same time, due to the lack of class hours, teachers will suspend classes at will, which will affect the teaching quality.
1.2 teaching content
Public basic courses for graduate students, some professional basic courses and even some professional courses overlap with undergraduate courses in content, failing to highlight the requirements and characteristics of graduate education in course content, thus failing to reflect the profound level of graduate education.
Some graduate courses are outdated, lack of research and cutting-edge, and can't reflect some latest knowledge and scientific research achievements in disciplines, especially the hot spots, key points and controversial issues in some professional disciplines. The research and development of marginal disciplines and high-tech are rarely reflected in the curriculum content of graduate education in time.
This is not conducive to cultivating graduate students' innovative ability.
1.3 teaching method
Good teaching methods can not only best impart knowledge to graduate students, but also effectively cultivate their innovative ability. However, the survey found that the methods and contents of teachers' teaching to graduate students were not appropriate enough, and the problem of indoctrination was serious.
The teaching method is relatively simple, but it often appears. Cramming teaching? It allows students to take notes in class, read notes after class, passively accept knowledge, and can't arouse students' initiative and enthusiasm, let alone cultivate students' innovative ability.
The separation of teaching and scientific research is the main problem of postgraduate teaching at present. It is common to divide teaching and scientific research into two stages. The cultivation of graduate students' innovative thinking and spirit is seriously neglected in the teaching process, and the function of interaction between teaching and scientific research has not been brought into play.
2 ideas for reform
2. 1 Optimize the curriculum
Optimizing the curriculum is helpful for graduate students to lay a solid theoretical foundation and master extensive professional knowledge.
In the postgraduate curriculum, it is required to broaden the caliber of postgraduate training, and the curriculum must be novel, cutting-edge and forward-looking
Only degree courses are offered in each discipline, and at least one degree course is offered according to the first-level discipline.
Elective courses are offered by various disciplines, and the whole school is unified, optimized and coordinated, and a list of graduate elective courses is given. Tutors and graduate students can choose courses according to the training needs, break the boundaries between categories and disciplines, reflect the intersection of disciplines, expand the knowledge structure of graduate students, and avoid the training mode of master taking apprentices.
2.2 Reform the teaching content
The teaching content of graduate students should focus on the basic knowledge and basic theoretical knowledge that graduate students should have in innovation. In the selection and organization of course content, we should try our best to avoid excessively pursuing the systematicness and integrity of the subject knowledge system and change the practice of focusing on knowledge teaching.
The standard of teaching content selection is to establish and cultivate the scientific thinking and innovative thinking of graduate students, so that graduate students can master the theoretical framework and logical framework of the subject.
Pay attention to the combination of theory and practice, organically combine theoretical teaching, practical cases, course experiments and course design, and pay attention to the cultivation of postgraduate thinking mode and innovative thinking ability on the basis of imparting knowledge.
Choose original foreign language textbooks with novel content and high starting point.
Postgraduate course learning is the basis of forming a reasonable knowledge structure and ability structure, and it is the stage of preparing for scientific research and thesis writing.
Want it? Innovation? , you must understand and master the latest knowledge of this major.
Choosing the original English textbooks with novel content and high starting point will help graduate students master the frontier knowledge of the subject; At the same time, it is helpful for graduate students to improve their professional foreign language ability and make up the gap between public foreign language teaching and professional teaching.
Therefore, postgraduates' early use of original foreign language textbooks can lay a solid foundation for later reading foreign language professional literature.
In the arrangement of teaching content of specialized courses, the latest scientific and technological achievements, academic research, new theories and cutting-edge subject knowledge can be enriched into the course content in time.
2.3 Teaching method innovation
Teaching methods, as a means, serve to achieve teaching objectives.
From the perspective of training, this goal is manifested in cultivating graduate students' innovative ability, independent scientific research ability and comprehensive quality improvement.
Therefore, the reform of teaching methods is the core of cultivating graduate students' innovative ability, and flexible and diverse course teaching methods should be carried out according to professional characteristics and course nature.
2.3. 1 Develop heuristic teaching
Teachers should attach importance to the main position of graduate students in classroom teaching, because in teaching activities, there must be the active participation and tacit cooperation of graduate students, otherwise the teaching activities can not continue.
In addition, teachers should correctly play their leading role in classroom teaching, mainly in trying to inspire graduate students' thinking everywhere.
2.3.2 Carry out discussion teaching.
Many universities in America and Japan? SEMI NAR？ -that is, discussion-based teaching is very popular with graduate students and teachers.
It is conducive to cultivating and developing the intelligence of graduate students and guiding graduate students to study and research independently.
At the same time, integrating scientific research into classroom teaching embodies the cultivation of innovative ability and realizes the organic combination of mastering knowledge, improving scientific research thinking ability and mastering scientific research methods.
2.3.3 Carry out research-based teaching.
Research-oriented teaching requires teachers to create a situation similar to scientific research in classroom teaching, and guide students to actively discover, analyze and solve problems, so that students can be trained in knowledge innovation and scientific research in this inquiry process, constantly acquire new knowledge, and cultivate and improve students' research and innovation ability.
Therefore, in the classroom teaching of graduate students, it is necessary to carry out research teaching, so that the classroom teaching process of graduate students can be transformed into scientific research training process, thus cultivating and improving the scientific research ability of graduate students.
3 Conclusion
In a word, advocating quality education and attaching importance to innovative education are the urgent tasks of a postgraduate training unit. As a high-level innovative talent with innovative ability, postgraduate education should adapt to the development trend and carry out curriculum teaching reform.
Teachers have the responsibility to constantly sum up experience in the practice of postgraduate education and teaching reform and explore new measures and new ways to improve the quality of postgraduate education.
refer to
[1] Liao's Exploration and Practice of Postgraduate Education Innovation, 1st edition, Shanghai: Fudan University Press; 2005.
[2] Lan Tianshui. Problems and countermeasures in postgraduate course teaching. Journal of Fujian Agriculture and Forestry University. 2006 (6) 85-87。
[3] Gu Hong and Sun Guangmin. Reform and practice of teaching methods for postgraduate courses. Journal of Beijing University of Technology. 2003 (4) 92-93。
The present situation and reform of music graduate education in normal universities II
Abstract: At present, postgraduate education undertakes the strategic task of cultivating senior professionals for national modernization.
Today, with the prosperity of music education, due to the lack of educational resources, the scale of music graduate education is expanding rapidly, but the quality of graduate education is declining.
How to improve the quality of education has become the key to music graduate education in normal universities.
Keywords:: the status quo of music graduate education reform measures in normal universities
Fund Project: This paper is a social science fund project of Hebei Province in 2009. The name of the project is "Research on the scale and quality of music graduate education in normal universities in Hebei Province", and the project number is HB09BYS0 18.
Postgraduate education is a high-level higher education, shouldering the heavy responsibility of cultivating high-quality and high-level creative talents for national modernization.
With the demand for high-level talents in modern society, the development level of postgraduate education has become an important symbol of a country's core competitiveness.
At present, the national postgraduate education, especially the postgraduate education of music major in normal universities, should aim at cultivating students' innovative spirit and practical ability, reflect the needs of the times for music education, and promote the discipline construction of current music pedagogy.
However, in recent years, with the rapid expansion of the number of graduate students and the dilution of educational resources, how to improve the quality of training has become an urgent problem for music graduate education.
First, the status quo of graduate education of music major in normal universities
In recent years, China's music graduate education has shown a rapid development trend.
In 2002, the number of graduate students reached 490,000, and by 2005, this number had exceeded 1 10,000.
In a short period of five or six years, China's higher education has achieved a sharp transformation from elite education to mass education.
This increase in quantity is undoubtedly necessary for the development of graduate education in a country, and it also prepares a quantitative foundation for the qualitative progress of graduate education in China.
However, if graduate education only focuses on the expansion of scale and fails to ensure the quality, it will only lead to the depreciation of graduate education and eventually lose its real significance and social foundation.
Second, the reform measures of music graduate education in normal universities
Reform the enrollment methods, examination subjects and methods of music graduate students. Music graduate students in normal universities are senior music talents in the field of music education in China, shouldering the heavy responsibility of the future development of music education. Therefore, the postgraduate entrance examination is a very serious national examination for the country to select outstanding music talents.
Therefore, it is particularly important to strictly control the review of good people.
At present, there are obvious traces of postgraduate entrance examination, which directly leads to the decline of postgraduate quality.
It is unscientific to include politics and foreign languages in the postgraduate entrance examination subjects.
First of all, if you are not a political science major, it is not up to the requirements of graduate students to let all students take the political examination.
If you want to take the political exam, just take the constitutional exam.
Because the constitution is the core of politics.
Thirdly, China people are required to learn foreign languages from primary school to junior high school, senior high school and university. If they still need to take foreign languages at the postgraduate stage, apart from the failure of foreign language education from primary school to university for more than ten years, what other non-professional courses in the world need to study for 65,438+06,65,438+09 or even 20 years? For non-foreign language majors, foreign language is neither a professional course nor a professional basic course, so the status of foreign language should not be raised so high.
Revise the rigorous and advanced music graduate training plan and update the existing educational content.
First of all, China's current music graduate training model is essentially a? Undergraduate course? The cultivation mode of.
The investigation shows five problems, such as unreasonable curriculum, similar teaching form to undergraduate course, insufficient scientific research and training, and too centralized management, which all expose the serious defects in the current music postgraduate training mode in China and hinder the improvement of postgraduate education quality.
This model can not let students enjoy the constant pursuit and exploration of the scientific community, from happiness to distress to happiness.
There is still a tendency in music graduate education, that is, paying too much attention to courses and treating graduate education as a continuation of undergraduate education. Postgraduates only read more books, play more songs and sing more songs than undergraduates, and do not regard postgraduates and undergraduates as two different stages of education, ignoring the practical training and ability training for postgraduates.
Secondly, the teaching content is repeated, and the master and undergraduate are inseparable, and the teaching content is repeated.
Many students, especially those who graduated from our university and were admitted to our master's program, think that they have not gained much in the master's course and are disappointed with the obsolete and repetitive teaching content.
Some teachers fail to deal with the connection between postgraduate courses and undergraduate courses in teaching content.
Some courses are offered at will, ignoring standardization, systematicness and integrity.
The same course taught by different teachers is often unrecognizable.
What is the focus of music graduate education in normal universities? Normal university? Characteristics, cultivate high-quality, creative high-level music education talents.
Innovation and development are the spiritual essence of graduate education, and the expansion of the enrollment scale of music graduate students in normal universities has brought many practical problems to music teaching, academic and scientific research in normal universities.
How to improve the academic and scientific research innovation ability of music graduates in normal universities?
References:
[1] Han Limin, Du Fu. On the scale and quality of musicology graduate education in normal universities [J]. Journal of Chengde Vocational College, 2007.
[2] Yang Fenghua. Reform and Exploration of Postgraduate Education, university of international business and economics Publishing House, 2004.
[3] (America) Burton Clark. Fundamentals of postgraduate educational science research, Zhejiang publishing house, 200 1.