论高校研究生培三个层次标准.pdfVIP

Advances in Education 教育进展, 2016, 6(6), 288-294 Published Online November 2016 in Hans. /journal/ae /10.12677/ae.2016.66043 Three Levels of Evaluation Criteria on Postgraduate Education Yingzhi Gao College of Life Sciences, Northeast Normal University, Changchun Jilin rd th rd Received: Nov. 3 , 2016; accepted: Nov. 18 , 2016; published: Nov. 23 , 2016 Copyright © 2016 by author and Hans Publishers Inc. This work is licensed under the Creative Commons Attribution International License (CC BY). /licenses/by/4.0/ Open Access Abstract Graduate education reflects the comprehensive competitive ability of the university. It is respon- sible for the special mission of the country’s top talent training. In recent years, Chinas postgra- duate enrolling scale is greatly expanding, but there is a lack of elite talent education, which warns that the management level of postgraduate training must be improved. In order to ensure both the graduate scale and training quality, and fully meet the need of the development of the talents in our big country, the author suggests that the postgraduate education can succeed as long as the administration changes the traditional evaluation concept into the new evaluation model. Cur- rently, the graduate evaluation system is relatively single and the evaluation criteria are vague. In order to improve the training quality of postgraduate students, the author proposes three levels of evaluation criteria for postgraduate training: normative level, logical level and innovative level. Keywords Postgraduate Education, Evaluation Criteria, Normativity, Logicality, Creativity 论高校研究生培养三个层次标准 高英志 东北师范大学生命科学学院，吉林 长春 收稿日期：20