The tutor team construction in the "honeycomb model" of professional degrees training for postgraduate
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v5i3.1331
Abstract
This paper analyzes the current situation of professional degree graduate education in China, summarizes the main problems existing in the construction of tutor team at the present stage, and constructs the "honeycomb model" of civil engineering master's degree graduate training. The "honeycomb model" replaces the double mentors with the mentor team, and takes the cultivation of practical innovation ability as the goal. Demand-oriented, it establishes substantive connections between the multiple agents represented by the mentor team members. In addition, the "honeycomb model" promotes the mutual promotion and integration of multiple entities through cost-effectiveness, and realizes the sustainable development of multiple entities through win-win cooperation. Finally, the model relies on the project matrix operation mode to promote the construction of tutor team and realize the unification of academic and professional graduate training.
Keywords
tutor team; honeycomb model; professional degree; postgraduate training; civil engineering
Funding
Research and practice of "honeycomb" training mode for civil engineering degree graduates; education and teaching research project of China Construction Education Association (2021121); esearch and practice of "honeycomb" engineering degree training mode
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[15] Liu YM, Zeng T. 2022. The uniqueness and key points of professional degree postgraduate education: an inquiry based on the active transformation of academic tutors on campus. Journal of Wuhan University of Science and Technology (Social Science Edition),10:574-580.
[16] Luo YJ, Xie Q, Liu LJ. 2002. Research on professional master's degree vocational education based on the unification of vocational and academic: a case study of full-time civil engineering and hydraulic engineering in Chongqing University. Higher Architectural Education, 31(02):59-65.
[17] Hu GJ, Liu Q. 2022. Research on innovation ability training model of professional degree postgraduates based on tutor team. Journal of Liaoning University of Technology (Social Sciences Edition), 24(06):94-96.
[18] Chen J. 2007. On the "honeycomb" model of technological development. Nanchang: Nanchang University.
[19] Sun L, Song YS, Sun LY. 2015. Research and practice of "project matrix" graduate training model. Curriculum Education Research, 26:233-234.
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[3] Huang BY, Tang JW, Hao TL. 2017. The development of professional degree postgraduate education in China. China Higher Education, 02:18-24.
[4] Notice of the Ministry of Education of the Academic Degrees Committee of The State Council on the issuance of the Development Program for Professional Degree Postgraduate Education (2020-2025) [EB/OL]. (2020-09-30).http://www.moe.gov.cn/srcsite/A22/moe_826/202009/t20200930_492590.html
[5] Education Statistics [EB/OL].(2022-12-28).http://m.moe.gov.cn/jyb_sjzl/moe_560/2021/.
[6] Press Conference of the Ministry of Education on the Basic Situation of the Development of National Education in 2022 [EB/OL]. (2023-03-23).http://www.moe.gov.cn/fbh/live/2023/55167/twwd/202303/t20230323_1052315.html
[7] Qin BC, Hua ZB, Tao R. 2022. Reform of training mode of full-time professional degree and master's degree under the background of enrollment expansion. Quality Education in Western China, 8(24):166-169.
[8] Wang XJ. 2014. Research on challenges and countermeasures of full-time professional degree postgraduate education to the structure of teaching staff. Degree and Graduate Education, 03:9-13.
[9] Li JJ, Xia R. 2023. Exploration of "goal-oriented" personalized customized training model for graduate students: based on the perspective of graduate tutors. Education and Teaching Forum, 04:9-12.
[10] Tang HQ, Huang SW, Lin QQ. 2023. Research on the construction of graduate tutor team from the perspective of supply-side structural reform: a case study of local medical colleges. University Education, 01:11-14.
[11] Shao YT, Lan JS. 2023. Policy analysis of China's graduate tutor team construction based on "tool-factor-time". Coal Higher Education, (01):45-56.
[12] Huang BY, Huang HJ. 2020. Understanding and thinking on the strategic significance of accelerating the development of high-quality graduate education. China Higher Education Research, 4:37-43.
[13] Zhang JR, Fan XC, Liu YZ. 2021. Discussion on the innovative model of training graduate students by university-enterprise cooperative tutor team. Higher Architectural Education, 30(02):30-35.
[14] Ma YH, Zhang FL. 2021. International trends and implications of the development of professional degree postgraduate education. Journal of Beijing University of Aeronautics and Astronautics (Social Sciences Edition), 05:142-150.
[15] Liu YM, Zeng T. 2022. The uniqueness and key points of professional degree postgraduate education: an inquiry based on the active transformation of academic tutors on campus. Journal of Wuhan University of Science and Technology (Social Science Edition),10:574-580.
[16] Luo YJ, Xie Q, Liu LJ. 2002. Research on professional master's degree vocational education based on the unification of vocational and academic: a case study of full-time civil engineering and hydraulic engineering in Chongqing University. Higher Architectural Education, 31(02):59-65.
[17] Hu GJ, Liu Q. 2022. Research on innovation ability training model of professional degree postgraduates based on tutor team. Journal of Liaoning University of Technology (Social Sciences Edition), 24(06):94-96.
[18] Chen J. 2007. On the "honeycomb" model of technological development. Nanchang: Nanchang University.
[19] Sun L, Song YS, Sun LY. 2015. Research and practice of "project matrix" graduate training model. Curriculum Education Research, 26:233-234.
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