I. Introduction

Professional master, also known as applied master, is a type of master strongly advocated by the state in recent years. With the development of economy and education, the understanding of the orientation of professional master is changing. As a form of talent training, professional master's training level is the same as academic master's. Judging from the orientation of the State Council Professional Master Academic Committee, the orientation is to cultivate senior professionals with specific professional background, and the emphasis is on application. Since 2009, professional master education has developed rapidly. According to the statistics of the Ministry of Education, the enrollment of professional masters in 20 15 years is basically the same as that of academic masters. China has formed two balanced graduate education modes. As a type of professional degree, the construction of financial professional degree graduate students (referred to as master of finance) has also made rapid development. Since 20 10, the Ministry of Education established a master's degree in finance, the enrollment units and enrollment scale have been expanding. As of March 20 16, more than 100 colleges and universities have obtained the right to grant master's degrees in finance. Under the new situation, how to achieve the training goal of excellent practical ability and solid professional knowledge in the process of training financial experts is a problem that every training unit needs to seriously consider.

Second, the analysis of the differences between the training modes of master of finance and academic master.

As the evaluation and analysis of postgraduate training mode, it can mainly be carried out from the aspects of training objectives, teaching methods, curriculum system construction, postgraduate training quality evaluation and so on. The training mode of master of finance should be obviously different from that of academic finance graduate students (referred to as master of finance), otherwise the degree setting will lose its practical significance. As a form of talent training, the Master of Finance has the same level as the Master of Finance, but with different types and different emphasis. Generally speaking, the Master of Finance emphasizes the practicability of its training methods and highlights the practical ability of graduate students, while the Master of Finance emphasizes the theoretical nature of its training methods and highlights the research ability of graduate students. As far as finance is concerned, its characteristics are mainly as follows:

(A) training objectives reflect strong applicability.

Judging from the "Master of Finance Professional Degree Program" promulgated by the Ministry of Education, the training goal of Master of Finance is mainly application-oriented. On the one hand, in terms of training objectives, financial specialists are required to have strong financial theoretical knowledge, be familiar with the technical methods of financing transactions, the design and financial analysis of financial products, and relevant theoretical knowledge of financial risks, and at the same time, they are required to have high professional ethics and political quality, and apply these knowledge and skills to solving practical financial problems. Master of Finance is an applied senior professional. It is not difficult to see that the master of finance, like professional masters in other disciplines, pays more attention to the cultivation of practical application ability. This kind of degree requires higher practical ability than the undergraduate course in finance, and it is also different from the master's degree in finance. In order to emphasize the connection with production practice, the current training cycle of master of finance is relatively short, and the training cycle of full-time master of finance is generally 2-2.5 years, while the training cycle of full-time master of finance is generally 3-4 years.

(B) The dual tutorial system has been widely used.

A significant difference with the master of finance is that the training of the master of finance emphasizes the dual tutorial system. At present, the training process of master of finance is mainly guided and cultivated by tutors in schools. However, the Ministry of Education issued a document in 2009 clearly stating that a dual tutorial system should be established for professional degrees. The role of off-campus tutors is more reflected in participating in the internship and practice, project research and papers of the Master of Finance. The National Steering Committee for Postgraduate Education of Financial Professional Degree puts forward that senior talents with rich working experience in front-line financial departments should take * * * as their mentor and jointly undertake the training of financial professionals with * * *.

(c) Case setting and practice play a more prominent role in the course.

From the above differences in training objectives, it can be seen that compared with the master of finance, the curriculum of the master of finance pays more attention to case teaching and practice. As an effective carrier of theory and practice, case teaching helps to grasp the connotation of theoretical knowledge and adjust the classroom atmosphere. Financial experts combine professional knowledge with specific financial examples through case teaching, and their learning enthusiasm is greatly improved. At the same time, teachers' teaching satisfaction through case teaching will also be strengthened, often with half the effort. The employment field after the master of finance is mainly concentrated in the financial practice department. By strengthening the practical link, the Master of Finance can apply what he has learned and put his professional financial knowledge into practice before leaving school completely. Accordingly, the Master of Finance emphasizes the reading and understanding of classical literature, and the practical requirements are relatively low.

(d) The diversity of training forms for financial experts is obvious.

From the comparison of dissertations, according to the requirements of the State Council Academic Degree Office, master's dissertations in finance should be diversified, and they should be more closely combined with financial practice, which can be in the form of theoretical research, investigation reports and case analysis. No matter what form it takes, it mainly reflects the ability of financial experts to analyze and solve specific financial problems by using financial theoretical knowledge. The forms of defense can also be diversified, and the members of the defense team must have experts in the field of financial practice. Accordingly, the dissertations of Master of Finance are more theoretical and ideological, emphasizing the rationality of the methods, and the sources of the defense judges are mainly universities and research institutes.

It can be seen that the cultivation of financial professional knowledge emphasizes the combination with production practice and the ability to solve specific problems in financial practice. It is a very important aspect to cultivate the practical ability of financial specialization.

Third, the current master of finance curriculum system. problem analysis

(A) the curriculum structure is unbalanced and the curriculum system is unreasonable.

Generally speaking, the curriculum of finance major in different schools is different, but this curriculum design must follow the basic requirements of the country. Generally speaking, the curriculum system of finance major is roughly divided into five parts: public compulsory courses, professional compulsory courses and compulsory links (such as reading reports, professional foreign languages, opening reports, etc.). ), elective courses, practical links. The whole training plan of general finance major is 35-40 credits. From the perspective of curriculum structure, theoretical courses generally account for 28-35 credits, while practical courses only account for 5-8 credits. From the perspective of curriculum structure, there are obviously few practical courses. The cultivation of practical ability occupies a prominent position in the training goal of financial specialty, but the current curriculum does not match its orientation to a great extent. Although theoretical research is important, financial experts do not do pure theoretical research, but combine theory with practice, focusing on applied innovation research.

This imbalance between practice and theory in the curriculum system of financial specialty greatly affects the realization of the quality and ability requirements of personnel training in the field of financial practice, and then directly affects the improvement of practical ability and ability to solve practical problems. Theoretical courses should ultimately be a tool to solve practical financial problems. According to the training objectives stipulated in the master's degree program of finance, the courses of finance specialty cover basic financial theory, financial product design and pricing, financial risk management, investment and financial analysis, etc. Because the courses of financial product pricing and financial risk management have just emerged in recent years, the corresponding teachers are relatively lacking. Some colleges and universities even mistakenly believe that if these courses are offered in professional master's degree, not only the teaching content is relatively difficult, but also it will be boring for many students who want to work in the front line of finance in the future, resulting in a decline in the guiding role of theoretical courses in financial practice.

(2) The construction of teaching materials is lagging behind, and there are not enough supporting teachers.

Reasonable and effective teaching materials for master of finance are very important to improve the quality of master of finance. The construction of such teaching materials should be constantly revised according to the changes of financial practice and course content. Due to the rapid development of domestic financial industry, new problems are constantly emerging in financial practice. In the construction of teaching materials for financial majors, it is generally reflected that the updating speed of teaching materials is out of touch with the rapid development of the financial industry and cannot meet the needs of students' learning. The latest textbooks are especially lacking in the fields of securities investment and financial engineering with rapid policy changes. There are two main reasons for this phenomenon: first, from the perspective of teachers' knowledge reserve and knowledge structure, there is a general lack of practical teachers. A considerable number of teachers, the process of learning and teaching is completely carried out in schools, lacking practical understanding of the whole financial business process, insensitive to new financial innovation tools and derivatives, and lacking the necessary financial practical operation ability. At the same time, teachers specializing in finance in colleges and universities often undertake the teaching task of mastering finance, and two different types of financial talents are undertaken by the same teacher, which leads to the renewal of teachers' practical knowledge. In addition, due to problems such as funds, staffing and personnel quality. There are still many difficulties in attracting financial practitioners to teach professional courses. As a result, the speed of updating textbooks has slowed down. Second, the major of finance has developed on a large scale since 20 1 1. At present, relevant teaching materials are under construction, which will take a certain period. In this process, some teaching materials used by finance majors focus on theory, and there are not enough new financial cases, which are not closely combined with financial practice.

(C) practice teaching base support is not enough

As an advanced financial application-oriented talent, practical teaching is very important for the training quality of master of finance, is an important part of its training, and is also an important content different from the study of master of finance course. Although colleges and universities have done a lot of work in strengthening the practice of financial specialty, the construction of practice base and joint training base is far from meeting the needs of teaching practice of financial specialty. Without the strengthening of practical links, the competitiveness of financial experts entering the financial employment market will be difficult to be reflected. At present, how to establish an effective off-campus tutor employment mechanism, how to realize Industry-University-Research's order-based training, how to set up courses according to the needs of the financial market, and how to establish teaching practice bases and joint training bases are practical problems in the practice teaching of finance majors.

(D) The curriculum supervision and evaluation mechanism is not perfect.

For financial professionals, it is very important to evaluate and supervise the courses effectively. At present, most colleges and universities lack the curriculum evaluation system of finance major. For example, in terms of security services, many colleges and universities still regard the training of master of finance as lower than that of master of finance, confusing the training methods of master of finance and master of finance, and even some colleges and universities regard master of finance as an income-generating project for schools. Under the control of this concept, there is no effective supervision and evaluation mechanism on how to better meet the needs of society and how to better design a curriculum system that meets the characteristics of financial professionals. The emergence of this situation will greatly affect the quality of training financial experts.

Fourth, the construction of master of finance curriculum system based on competency framework

(a) Capacity and capacity framework

Ability is the synthesis of various characteristics of the necessary conditions for completing an activity. The ability of financial specialization can be analyzed from the comprehensive framework of professional ability and competence. Professional ability is the potential ability of financial experts, which can be expressed through learning results, such as financial professional knowledge, financial professional skills, financial professional ethics and professional attitude. , is the basis of competence training. Competency is demonstrated by the actions of financial experts, who can complete tasks according to certain standards in the financial working environment. Regarding the competency framework, relevant scholars have different views. For example, Spearman put forward the "two-factor theory" of intelligence structure, that is, G factor (general factor) and S factor (special factor), while the multi-factor theory holds that intelligence structure is composed of many factors, and these single factors form a free combination, and then form different abilities. Based on the relevant theories and the current social demand for financial professionals, this paper adopts a multi-factor and ability factor model to construct a three-dimensional system framework of financial professionals composed of knowledge, skills and professional value.

(B) Based on the competency framework, improve the curriculum system of finance major.

1. Improve teaching methods and cultivate innovative consciousness.

In view of the shortcomings in the current teaching of financial specialty, we should base ourselves on practice, reasonably analyze students' needs and pay attention to the application of various methods.

This method is a system consisting of classroom discussion, case teaching, simulation experiment and special lectures. All these will greatly enhance the innovative consciousness and ability of financial experts.

(1) Strengthen case analysis.

In order to achieve the training goal different from that of master of finance, case teaching should be further strengthened in the teaching process of master of finance. In case teaching, highlight the application of financial theory in financial practice, and collect typical financial cases and related video materials for case reserve. At the same time, the application of case teaching in financial specialty can also be reflected in the classroom teaching content according to the mode of case analysis and guidance. This case teaching method is obviously different from the traditional case analysis of financial masters, which can not only make students more sensitive to financial practical problems, but also strengthen their mastery of financial theoretical knowledge, which is of great help to stimulate students' enthusiasm for learning and increase their thinking about financial practical problems.

(2) Increase topic discussion.

The study of financial professional knowledge emphasizes the pertinence of learning. According to the characteristics and learning progress of different courses of the Master of Finance, the teacher put forward specific learning tasks before the lecture, and asked the relevant learning groups to be formed before the Master of Finance class to decompose and distribute the problems, inquire and collect relevant materials and documents, and point out the problems and shortcomings in theoretical research and financial practice. In the classroom, we can appropriately increase the number of special discussions, and through relevant discussions, let teachers make necessary comments and teach internal theories. This method fully embodies the characteristics of financial professional knowledge as the main body of learning. This form of topic discussion will not only stimulate financial experts' interest in learning and teamwork spirit, but also improve their ability to collect documents and materials, which is also of great benefit to the improvement of language ability.

(3) Hold more special lectures.

By holding high-level financial lectures, it is very helpful to cultivate macro-financial thinking, expand financial knowledge and obtain the most cutting-edge financial information and methods.

In order to enhance students' practical ability, when inviting experts in the financial field, we can consider choosing from experts engaged in financial practice.

(4) Strengthen financial simulation training.

Due to the limitations of each university's own conditions, it is impossible to practice all financial services. At this time, it is very important to pass the simulation training related to the actual financial sector. This kind of simulation training organically combines the study of financial theoretical knowledge, the improvement of thinking and the improvement of financial skills, which can effectively stimulate the interest of financial experts in learning and promote the improvement of financial practical skills. For example, when teaching securities investment-related courses, we can consider online simulation of futures trading operation and stock experiment system, so that financial experts can deepen their understanding of securities and futures knowledge, improve their practical operation ability, and lay the foundation for becoming applied financial talents.

2. Strengthen the combination of production and learning, school-enterprise cooperation, and realize the "seamless connection" of financial professional training.

First of all, we can consider adopting the strategy of "please come in and go out" to strengthen the combination of production and learning and realize the cooperation between schools and enterprises. The talents to be trained in finance major should not only have solid theoretical knowledge, but also have certain practical experience. "Please come in" is mainly to consider inviting more senior managers working in the financial field during the teaching process to improve the shortage of financial professional knowledge in the practice process; "Going out" means that financial experts enter financial institutions to observe and practice. The combination of theory and practice also includes sending financial teachers who have engaged in theoretical research to financial institutions for on-the-job training, which not only helps enterprises, but also enhances their financial experience.

Secondly, colleges and universities can jointly train financial professionals with local enterprises, thus enjoying resources and benefits. Colleges and universities can combine their own teachers, teaching and research resources with the hardware, software and places of financial enterprises to cultivate senior financial talents. This model can not only improve the practical operation ability of financial experts in practice, but also achieve a win-win situation for enterprises and universities.

3. Actively promote the dual tutorial system.

A significant difference with the master of finance is that the training of the master of finance emphasizes the dual tutorial system. Professional tutors outside the school have been engaged in financial business for a long time and have rich practical experience, and their practical ability is needed by financial professional knowledge. Colleges and universities should absorb some high-level practitioners in the field of financial practice as teaching and learning guidance for financial majors, hire them as on-site tutors, and build a double-qualified teacher structure.

Outside tutors are more about guiding financial practice and selecting topics, and some practical financial courses can also be taught by outside tutors. The dual tutorial system can organically integrate the advantages of on-campus and off-campus tutors. Under the guidance of dual tutors, the Master of Finance has absorbed the knowledge and experience of different tutors through systematic study on campus and financial practice outside campus, so as to truly upgrade the financial theoretical knowledge and continuously improve the comprehensive ability. Actively promoting the dual tutorial system is an important measure of many parties. When implementing dual tutors, we can consider setting up a professional training tutor group, which is composed of professional teachers, part-time teachers and experts and scholars in the industry. Major issues such as training plan formulation, enrollment interview, case teaching, and thesis guidance. Are collectively decided by the mentor group. At the same time, due to the comprehensive advantages of their own disciplines and the basis of long-term cooperation with financial institutions, colleges and universities can also combine financial theory research, personnel training and financial practice to further improve the quality of training financial professionals.

4. Further improve the supervision mechanism of financial professional education.

The training goal of financial specialty requires not only solid knowledge of financial theory, but also strong ability to solve practical financial problems. Therefore, the evaluation mechanism of financial specialty in colleges and universities should reflect the requirement of paying equal attention to theory and application. For the assessment of basic financial knowledge, classroom learning is still the basic learning method, and the corresponding assessment mainly focuses on mastering the basic financial knowledge and understanding the frontier of financial discipline. From the perspective of application, assessment is more based on improving the practical ability of financial professional knowledge. This practical ability is mainly evaluated by graduation thesis and student practice. The assessment of financial dissertations should be based on the ability to solve practical problems, which means that the forms of dissertations can be diversified. Dissertations for financial majors can be in the form of graduation project, research report, case analysis, empirical research and so on.

Verb (abbreviation of verb) conclusion

(A) Master of Finance training emphasizes the cultivation of practical ability.

The curriculum system of financial specialty under the framework of competence is conducive to the cultivation of practical ability of financial specialty. However, in order to make the curriculum system exert the greatest effect, the implementation of dual tutorial system, the reform of teaching methods and courses, the further integration of Industry-University-Research and the improvement of assessment mechanism are all factors that cannot be ignored.

(B) The development of social economy requires the dynamic financial specialization ability.

This means that the construction of the curriculum system of financial specialty under the competence framework is a dynamic process. It can be relatively stable in the short term, but in the long run, this change is necessary. Therefore, the curriculum system of financial specialty based on competency framework needs constant innovation to adapt to new changes.

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