Research on the Diversification of China's Postgraduate Education Evaluation System

Abstract

Graduate education, especially doctoral education, is the highest level of higher education in all countries and plays a vital role in the talent training and innovation system[1]. China's graduate education evaluation system was first established in the planned economy era. With the profound changes in social, political, economic, cultural and educational systems, graduate education has undergone significant changes in scale and type, and its quality concept has also changed accordingly. The original evaluation system no longer meets current needs and is in urgent need of change. With the profound changes in the social, political, economic, cultural and educational systems, graduate education has undergone important changes in scale and type, and its quality concept has also changed accordingly. The original evaluation system no longer meets the current needs and is in urgent need of change[1]. Against the backdrop of the 20th National Congress of the Communist Party of China, the trend towards diversification of graduate education evaluation has become increasingly evident, and the traditional single academic research evaluation standard can no longer fully reflect the actual effect and quality of graduate education. This study aims to explore the diversification of China's current graduate education evaluation system. Research issues include: 1. What are the similarities and differences between domestic and international postgraduate education evaluation systems? 2. What are the shortcomings of the domestic postgraduate education evaluation system in China? 3. How to construct a scientific and reasonable diversified postgraduate evaluation system? Research hypotheses: 1. China's postgraduate education evaluation system is relatively single in terms of evaluation subjects and indicators, while the evaluation systems in the United States, the United Kingdom, and Japan are more diversified. 2. The introduction of diversified evaluation subjects and scientific evaluation methods can significantly improve the scientificity and effectiveness of China's postgraduate education evaluation system. 3. Constructing a diversified evaluation index system covering academic and research capabilities, teaching quality, comprehensive quality, employment status, and internationalization level can better reflect the quality of postgraduate education. Verification data: Collecting cases of postgraduate education evaluation systems in China, the United States, the United Kingdom, and Japan, including evaluation subjects, evaluation indicators, and evaluation methods, for comparative analysis. The main research methods are historical research and comparative analysis. Historical research collects and organizes the development history of China's postgraduate education evaluation system, analyzes its evolution process and key nodes. Comparative analysis mainly compares the postgraduate education evaluation systems in China, the United States, the United Kingdom, and Japan, analyzes the similarities and differences in evaluation subjects, evaluation indicators, and evaluation methods, and finds the shortcomings of the existing evaluation system in China. The research process is as follows: First, use historical methods to collect and organize relevant data of China's postgraduate education evaluation system, including policy documents, research reports, academic papers, etc., analyze the development history and key nodes of the evaluation system, and refine the theoretical basis and practical experience of the diversified evaluation system; then, use literature analysis to collect relevant literature on postgraduate education evaluation systems, diversified evaluation criteria, and talent training models abroad; next, use comparative methods to compare and analyze the postgraduate education evaluation systems of China and foreign countries, and find the shortcomings of the domestic postgraduate evaluation system; finally, build a scientific postgraduate education evaluation system in response to the shortcomings of the existing evaluation system. Research results: 1. The evaluation subjects in the United States are the most diversified, while China's evaluation subjects are relatively fewer. 2. China's postgraduate education evaluation indicators are relatively single, while the evaluation systems in the United States, the United Kingdom, and Japan are more diversified. 3. The introduction of diversified evaluation subjects and scientific evaluation methods can enable China to gradually improve the postgraduate education evaluation system.