In order to better meet the urgent demand of national economic construction and social development for high-level applied talents and actively develop professional degree education with China characteristics, in 2009, the state made a strategic adjustment to postgraduate education, established a strategic shift from focusing on cultivating academic talents to cultivating both academic and applied talents, and recruited full-time professional degree graduates nationwide for the first time [1]. In just a few years, the enrollment scale of full-time professional degree graduates has developed rapidly. By the end of 2065438+April 2006, the enrollment scale of full-time professional degree graduates in China has accounted for nearly 30% of academic graduates. Because it is a freshman degree type, the quality of full-time professional degree postgraduate training has been questioned by the society. As the core link of the training process, professional practice is related to the quality of full-time professional degree graduate training [1-2].
1 current situation of training full-time professional degree graduates in practical links.
The training goal of full-time professional degree graduate students is to master solid basic theory and extensive professional knowledge in a certain professional (or vocational) field, have strong ability to solve practical problems, be able to undertake professional technology or management work, and have good professional quality. It is different from academic graduate students in training objectives, curriculum, teaching philosophy, training mode, quality standards, teaching staff construction and so on, and there are obvious differences in training objectives. The degree is oriented to academic research, emphasizing theory and research, and mainly cultivating university teachers and researchers in scientific research institutions; Professional degrees are oriented to professional practice, attach importance to practice and application, and cultivate senior talents who have undergone formal and high-level training in specialty and specialized technology [2-3]. Practice is a very important link in postgraduate training and an important guarantee for the quality of postgraduate education, especially for the training of full-time professional degree graduates. At present, most colleges and universities have clear regulations on the practice of professional degree graduates, and there are also clear practical requirements in the training plan. With the continuous expansion of the enrollment scale of full-time professional degree graduates, various problems have appeared in the specific implementation process.
The practice mode of 1. 1 lacks flexibility and the management system lags behind.
At present, colleges and universities that train professional postgraduates have formulated the "Management Measures for the Assessment of Practice Research Links of Full-time Professional Postgraduates". Different disciplines, different majors, basically all majors in the school adopt the same management measures for practical teaching, and the practical links are organized, implemented, managed and assessed in a unified way. This system really played a good role in teaching and training in the early days when the number of full-time professional degree graduates was small. However, with the continuous increase of enrollment majors, the number of students enrolled has increased by spurt, and the unchangeable organization, management and assessment methods of practice links have restricted the effective implementation of practice links to a certain extent, which has become a bottleneck hindering the cultivation of professional personalized talents.
1.2 The practice link is a mere formality, and the practice effect is not satisfactory.
For various reasons, some colleges and universities have not put forward specific requirements for professional degree graduates in five aspects: professional practice guarantee, professional practice time, professional practice content, professional practice mode and professional practice assessment. In this way, on the one hand, graduate students hold a negative attitude towards internship for the sake of internship, so that internship does not really realize the role of an important part in teaching; On the other hand, even if graduate students want to practice well in practice, individual enterprises regard graduate students as cheap labor and fail to put forward corresponding training ideas for graduate students from the perspective of talent training. Postgraduates can't really learn professional-related knowledge in internship units, which deviates from the original intention of training in practice, resulting in no obvious practical effect.
2. Effective exploration of the practice of full-time professional degree graduate students.
Professional practice is an important teaching link in the training of full-time professional degree graduates, and sufficient and high-quality professional practice is an important guarantee for the quality of professional degree graduates' education. Therefore, it is necessary to start with the implementation management and assessment management during the study period of professional degree graduates, actively explore practical methods and assessment systems, put practice into practice, and truly improve the quality of professional degree graduates' training.
2. 1 Not stick to one pattern and adopt flexible and diverse practical management and assessment methods.
At present, each college has multiple majors, and each major has its own postgraduate training characteristics. Therefore, according to the actual situation of each major, colleges and universities can formulate a feasible "Management Measures for Assessment of Practice Research Links of Full-time Professional Degree Postgraduates" for different disciplines and majors, standardize the management and evaluation of practice research links, strengthen the supervision and management of practice process, and make different disciplines and majors adopt different management measures for practice teaching, so that practice links can be organized, implemented and managed.
2.2 Professional practice is flexible and eclectic.
Under the new situation, the professional practice of professional degree graduates should be carried out flexibly, orderly and effectively, and the principles of "centralized practice and segmented practice", "in-school practice and field practice" and "professional practice and thesis work" can be adopted to realize the effective and orderly implementation of professional practice of professional degree graduates, and the assessment link is well-founded. According to the actual needs of scientific research and the guidance of tutors, graduate students can flexibly choose flexible internship modes such as on-campus, off-campus, centralized and segmented [4]. On-campus practice is arranged by tutors in combination with scientific research projects undertaken by enterprises and institutions.
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relevant information
Language features of Feng Wan and Xiao Zhong, hosts of emotional programs: Analysis of factors related to neonatal hyperbilirubinemia nursing based on kindergarten-based curriculum development and countermeasures; Guidance of students' values under the background of multiple values; Discussion on the controversy of higher mathematics curriculum reform in higher vocational colleges; Discussion on situational teaching of surgical nursing in secondary vocational schools; Analysis on the construction of college teachers' professional ethics; Research on the integration of basic courses of economics and economic law —— Observing the curative effect of small needle knife in treating cervical spondylosis; Research on the suitability of surgical lateral position.
Go to the site for professional practice. Off-campus practice must participate in scientific research or engineering projects, technical post training, and be closely combined with dissertation work, so as to make overall arrangements, make practical research work targeted, and ensure the effectiveness of practice links and the quality of dissertation.
2.3 Promote practical ability through various competitions.
With the opportunity of the provincial and ministerial level graduate students' innovation practice competition, full-time graduate students are encouraged to continuously strengthen their practical skills by participating in the competition. In assessment management, schools and colleges can try to take graduate experience as part or all of the internship. For example, a full-time professional master who participated in the innovation practice competition of graduate students at or above the provincial and ministerial level and won an award can be used as the basis for professional practice assessment upon his own application, the approval of the tutor and the consent of the subject.
2.4 Establish a long-term and stable cooperative internship enterprise base.
College and all disciplines make overall plans, make overall plans and coordinate, extensively absorb social resources, establish various forms of cooperation with alumni, enterprises and institutions, actively promote the close connection between professional degree postgraduate training and the actual needs of employers, strive to build a number of high-level professional degree postgraduate education practice bases that work closely with the college, and build a new joint training mechanism that combines Industry-University-Research [5]. These internship bases ensure that they can provide long-term and stable professional internship opportunities for full-time graduate students, and play a role in cultivating their practical ability and improving their professional quality and professionalism.
2.5 Strengthen the assessment of practical links.
Schools and colleges constantly standardize the evaluation system of practical research links in the form of documents. For example, graduate students are required to make a feasible practical research plan before carrying out practical research, and make a comprehensive summary at the end of the practical period. At the same time, each discipline point is required to set up an assessment team headed by the person in charge of the discipline point and composed of 3 ~ 5 graduate tutors with rich practical experience to be fully responsible for the management and assessment of the practice links of full-time professional degree graduates in this discipline point. Organize the practice link assessment meeting, refer to the assessment results of the practice unit, and determine whether the professional degree graduate students have passed the professional practice assessment, and those who have passed the assessment will receive credits; Those who fail the exam must re-engage in professional practice. According to the examination results of various subjects, the college sorts out all the materials in the practice link, reports them to the graduate school, and sets the examination results in the graduate management system. With strict assessment requirements, we will ensure that professional practice is implemented, improve the practical ability of full-time professional degree graduates, and ensure the training quality of professional degree graduates.
3 Conclusion
Full-time professional degree postgraduate training is a professional degree postgraduate training mode with China characteristics, which is oriented by professional needs, focuses on practical ability training, and combines production with learning as a way to adapt to economic and social development. Professional practice is an important link in the training of full-time professional degree graduates and an important guarantee for the quality of professional degree graduates' education. Therefore, it is necessary to explore effective ways to deal with the practical links of professional degree graduates flexibly, strengthen the management and assessment of the practical links of full-time professional degree graduates, so that the practical skills of graduates can be exercised, the professional knowledge they have learned can be reflected, the professionalism and professionalism can be unified, and the training quality can be improved.