Abstract: Postgraduates are a special group in colleges and universities. They have the characteristics of strong self-awareness, long self-study time and great psychological pressure. In view of the characteristics and difficulties of ideological and political education for graduate students in colleges and universities in China, this paper puts forward the improvement strategies of ideological and political work for graduate students: perfecting the management system of ideological and political education; Realize the diversification of educational subjects; Broaden educational channels and strengthen self-education.
Paper Keywords: graduate students; Ideological and political education; main body
In recent years, the enrollment scale of graduate students in China has increased year by year. According to the statistics of the Ministry of Education, in 2000, there were 301.2000 graduate students, in 2006, the total number was 1.056283, and in 2007, the total number reached1.654,38+0.436,37. By 2009, it will reach 6.5438+0.4 million. From the perspective of personnel training level, graduate students are at the "spire" level of "ivory tower". Compared with undergraduates, they are quite different in age level, knowledge structure and thinking ability, which means that the ideological and political education of postgraduates cannot be carried out like undergraduates. It should be more targeted according to the characteristics of graduate students and achieve better results.
First, the characteristics of graduate students
1. Strong sense of independence, but obvious social convergence.
This year's undergraduate graduates are generally 23-24 years old, psychologically and physically mature, and their world outlook, outlook on life and values are basically formed. Most students have the basic ability to judge right and wrong, and have the ability to deal with study, life and interpersonal communication between classmates independently. Because of this, some graduate students have strong social consciousness and are easily influenced by bad ideas in society, and some graduate students party member even have doubts about their own beliefs.
2. There is more time for self-study, but less communication between individuals.
Under normal circumstances, graduate students are in school for three years, and in the first academic year, they mainly take relevant course credits. Because of the different professional direction, everyone takes different courses. In the second and third academic years, graduate students basically decide on their own, and under the guidance of their tutors, they complete the topics selection, experiment, writing and defense of their dissertations. During this period, many graduate students participated in the tutor's scientific research projects, especially in engineering colleges. Most graduate students follow their tutors to complete related topics and accept the guidance of their own tutors, but there is little communication between students. This is not only manifested in different disciplines, but also in the same discipline. There seems to be an invisible wall between students under the guidance of different tutors, lacking the atmosphere of unity and cooperation.
3. Psychological stress is generally greater.
According to Han Yong's survey of several universities in Nanjing, among the 392 graduate students surveyed, 28.5% felt great pressure, 36.5% felt great pressure, 30.6% felt some pressure, 4.4% felt little pressure and 0% felt no pressure. Through these data, we can find that graduate students who are admired by ordinary people and represent high-knowledge groups are actually under great pressure. These pressures generally come from the following aspects. The first is academic pressure. Different from undergraduate students, the academic pressure of graduate students is not whether they can pass the course or get high marks, but whether they can make breakthroughs in scientific research and achieve creative results. This is an important knowledge in the postgraduate training stage. However, with the expansion of enrollment scale and the relative decline of the quality of students, it is really difficult for every graduate student to make scientific research achievements and innovations in his thesis. Secondly, employment pressure. Many graduate students didn't find their favorite jobs when they graduated from undergraduate courses. Three years later, they used graduate students as a springboard to realize their dreams. Therefore, these students often have high expectations and great pressure on themselves. Third, economic pressure. Many graduate students come from rural areas or poor areas, and their families are providing education for two or three children at the same time. Their parents have no extra income except farming, and their economy is relatively poor. These students often have to pay tuition and living expenses through their own work-study programs or other part-time jobs, which is very stressful.
Second, the characteristics and difficulties of the current ideological and political education for graduate students
Postgraduate ideological and political education refers to the purposeful, planned and organized influence exerted by specific subjects (including counselors, moral education teachers, tutors, off-campus counselors and staff of student affairs departments) on graduate students' ideological concepts, political views and moral norms, so as to form social practice activities that meet certain social and class needs. At present, the ideological and political education of graduate students presents the following characteristics.
1. Insufficient understanding and attention to the importance of education.
At present, there is a phenomenon that undergraduates are more important than postgraduates in ideological and political education in many colleges and universities. Some leaders think that graduate students are adults, so it is no longer necessary to carry out this kind of education, and they don't pay enough attention to curriculum, staffing and funding. Some universities will be dominated by undergraduates, especially the secondary colleges of comprehensive universities. The student affairs office of the second-level college is only responsible for the ideological and political education of undergraduate students, ignoring the relevant education of graduate students.
2. There are not many educational channels and the continuity is not enough.
At present, graduate students receive ideological and political education mainly through the following two channels. One is the course form. Taking engineering graduate students as an example, the course of "Theory and Practice of Scientific Socialism" is generally offered in the first semester of the first academic year, and the course of "Dialectics of Nature" is offered in the second semester. The second is the form of lectures. Some universities require graduate students to attend a lecture on situation and policy in the first academic year. Compared with the three-year study time of graduate students, the ideological and political education of graduate students is only realized through courses and lectures, while the second and third academic years are basically laissez-faire, without any requirements. From the perspective of schools, the continuity of education is not enough.
3. The subject of education is relatively single.
Many colleges and universities have put forward the slogan of "tutor responsibility system". As a result of this slogan, graduate students are transferred to their tutors from the moment they enter school, and they have the most opportunities to communicate with them. Whether it is in guiding the course study, participating in scientific research projects, or even guiding graduation thesis, tutors shoulder great responsibilities not only academically, but also in life and ideological and political education. As we all know, the structure of the tutor team is complex. If some tutors have heavy scientific research tasks, are not good at communicating with students and have no management experience, such "tutor responsibility system" only refers to the academic responsibility system, which is a blank for the ideological and political education of graduate students. If individual tutors are extreme, such words and deeds will often have a bad influence on graduate students. Although some colleges and universities are equipped with graduate class teachers, they are teachers or graduate tutors with the titles of associate high school or above, but they are often a mere formality. These teachers have not fulfilled their duties as class teachers, and they usually lack communication with students.
Third, improve the strategy.
1. Improve the management system of ideological and political education.
With the continuous expansion of the scale of graduate students in colleges and universities, the functions of the graduate office focus on the daily teaching operation and management of graduate students and belong to the business department. It seems that it is a bit out of my power to rely on this department to do all aspects of graduate work well. Colleges and universities should set up a special graduate work department to take charge of the daily ideological and political education management of graduate students. The two lines have both division of labor and cooperation to build a three-dimensional postgraduate education network. Under the management mode of secondary colleges in comprehensive universities, the daily ideological and political education of graduate students can be concentrated in the work office of the college and brought into the unified management category with undergraduates. Set up the post of postgraduate counselor in the college student affairs office, and clarify the responsibilities. This can well prevent some colleges and universities from taking on the extra work of counselors by graduate students' secretaries, but their responsibilities are unclear, which leads to the situation that no one cares about the daily ideological and political education of graduate students.
2. Realize the diversification of educational subjects.
First of all, we can't understand the "tutor responsibility system" unilaterally, that is, we don't rely entirely on graduate tutors to guide and educate students in all directions, but tutors mainly guide students in their studies. Secondly, teachers with a strong sense of responsibility and certain student work experience should be appointed as the head teacher or branch secretary of graduate students, so as to give full play to the role of the head teacher of graduate students in the daily management of the class, rather than being ineffective. Give full play to the role of the Party branch of the graduate class as the core fortress, and take the opportunity of organizing democratic life meetings, branch meetings, branch learning and other activities to have face-to-face communication with all graduate students party member, so as to keep abreast of the ideological trends of graduate students and guide them in time when they find the first signs of deviation. Thirdly, fully mobilize and give full play to the role of graduate counselors, and counselors communicate with graduate students. An excellent counselor should give timely care and help to graduate students when they encounter confusion in their study and life. Especially the graduate students from poor families, because of greater economic pressure, have more problems to consider, greater emotional fluctuations than ordinary students, relatively inferior psychology, withdrawn personality, and are prone to give up on themselves. As a counselor, we should capture this information in time and try our best to help solve it.