1、1The Quality of Training Fulltime Professional Degree Postgraduates and Its GuaranteeAbstract. Full-time professional degree postgraduate education has just been started in China. Therefore， there are a lot of problems such as insufficient excellent student source， fuzzy training model， necessarily-
2、improved tutors practice and inadequate combination of production， learning and research in the training process. According to the emerged problems， relevant countermeasures are proposed by the author as follows： generating the training characteristics of full-time professional degree through streng
3、thening promotion； implementing “double-tutor system“ and developing “double-quality“ teaching staff； enhancing the practice bases of school-enterprise cooperation； improving incentive mechanism and paying attention to connecting with professional qualifications； comprehensively increasing the quali
4、ty of training the full-time professional degree postgraduates. Key words： Full-time； Professional Degree； Training Quality To meet the demands on high-level specialized personnel， 2the postgraduate training structure has been adjusted and optimized in China， and the proportion of the national full-
5、time professional degree postgraduates has been planned to take up more than 50% of the total postgraduate enrollments to 2015. Because the full-time professional degree postgraduate education is just started in China， there is no much ready experience to follow， and also a lot of aspects in its tra
6、ining process and supporting mechanism are necessary to improve 1. 1 Current Situation of Chinas Full-time Professional Degree Postgraduate Education In China， the full-time professional degree postgraduate education is a new emerging thing， and has a lot of aspects necessary to improve. 1.1 Lacking
7、 Excellent Students Source Because academic degree postgraduate education takes the leading position in the traditional higher education of China， and the traditional idea attaching high importance to learning but thinking lightly of art promotes the mass people to keep biased toward the full-time p
8、rofessional degree postgraduate education. Now， the enrollment of most full-time professional degree postgraduates is completed through adjustment 2. At 3present， the colleges and universities where many full-time professional degree postgraduates study are not the first choice， and basically most o
9、f them are distributed to the full-time professional degree postgraduate education because their scores of postgraduate exam do not reach the lowest criterion of academic degree programs. 1.2 Weak Training Process At present， the training model of academic degree postgraduate education is copied by
10、many colleges and universities for training their full-time professional degree postgraduates， and therefore the characteristics of these schools are not highlighted. Subsequently， the quality of the full-time professional degree postgraduate education is affected. First， the course system of the ac
11、ademic degree postgraduate education currently continues to be used as the course system of the full-time professional degree postgraduate education in many colleges and universities， and therefore the academic tendency is very serious. Because the major teaching force of the courses for the full-ti
12、me professional degree postgraduate education of most colleges and universities is academic teachers， who have owned very rich teaching 4experience， but lacks practice experience and have little knowledge of the specific industrial conditions. Second， the combination of the selection of postgraduate
13、s study subjects with practical application is not high. According to the policy adjustment of the national postgraduate training structure at present， the proportion of the academic degree postgraduates is gradually reduced； the proportion of the full-time professional degree postgraduates is gradu
14、ally increased； the quota of the academic degree postgraduates that each tutor can apply for has become less and less； many tutors encounter difficulties to meet the scientific research strength demanded by subjects only relying on enrolling academic degree postgraduates because subjects are too lar
15、ge or projects are too many. 1.3 The Whole Practice Level of the Teaching Staff Necessary to Improve Tutor is the core of guaranteeing the quality of training the full-time professional degree postgraduates. At present， the tutors for the academic degree postgraduates are basically used for working
16、as tutors for the full-time professional degree postgraduates. Because the work experience of most tutors is always from school to school， they are in shortage 5of practice experience 3， and tend to apply the experience in training academic degree postgraduates. 1.4 Seriously Insufficient Combinatio
17、n of Production， Learning and Research Practice is the lifeline of training the full-time professional degree postgraduates； practice teaching bases are important places for training students to combine theoretical knowledge with practical skills and make the theory courses lacking practice opportun
18、ities fulfilled， and thus the teaching contents are enriched； practice base is also an effective bridge for establishing the communication between full-time professional degree postgraduates and society， makes the difference between postgraduate education and social demand reduced to some extent， an
19、d provides a full preparation for postgraduates to enter society and thus preventing learning from being wasted 4. 2 Measures for Improving the Quality of Training Full-time Professional Degree Postgraduates 2.1 Improving the Social Recognition on Full-time Professional Degree Postgraduate Education
20、 2.1.1 Increasing the Promotion of the Enrollment of Full-time Professional Degree Postgraduate Education Because of the different historical and cultural traditions 6of China， the current situation that practices are generally ignored by society， and colleges and universities， forcing professional
21、degree to be always used as a supplement of academic degree. It is necessary for society and schools to increase the promotion of the full-time professional degree postgraduate education and make innovations on the forms of promotion. As a result， the mass people can be promoted to clearly know acad
22、emic degree and full-time professional degree are two different training ways at the same level of degree and postgraduate education. That is， the two owns equally important position and role. 2.1.2 Paying Attention to the Joint of Full-time Professional Degree Postgraduate Education with Profession
23、al Qualifications At present， the professional qualifications of the high-level positions in some industries have not been explicitly stipulated in China. Therefore， taking measures for evaluating the skills of the laborers and also promoting their professional qualifications to joint with full-time
24、 professional degree postgraduate education can not only stimulate the enthusiasm of full-time professional degree postgraduates in learning to some extent， but also promote 7full-time professional degree postgraduate education to be highly thought in society 5. 2.2 Generating the Training Character
25、istics of Full-time Professional Degree Postgraduate Education 2.2.1 Highlighting the Characteristics of Professional Degree in the Training Process In training the full-time professional degree postgraduates， it is necessary to positively and actively highlight the characteristics， and also set up
26、courses and teaching methods according to the standards of application-oriented personnel. Teachers can be organized to compile teaching materials based on theoretical knowledge and focusing on professional skill training by referring to the unified professional knowledge and skill standards of indu
27、stries. Meanwhile， in combination with the knowledge structure and students and training goal， it is necessary to improve teaching methods and pay attention to teaching cases， on-site investigation， etc. 2.2.2 Improving the Quality of Degree Papers To guarantee the quality of degree papers， it is ne
28、cessary to strictly control the selection of degree papers and opening reports. Also， it is necessary for tutors to guide students to 8collect relevant practice materials in a planned way during the practice of students， and help postgraduates complete high-quality degree papers with practical appli
29、cation value； the selected papers and the ways for submitting papers can be diversified. 2.3 Strengthening the Construction of the Tutor Team for Professional Degree Postgraduates First， in the selection of the tutors for full-time professional degree postgraduates， it is necessary to require teache
30、rs to possess not only high-level theories， but also a powerful ability of practice. Second， excellent personnel can be introduced from foreign countries through multiple ways and channels to China for working as tutors of full-time professional degree postgraduates. Third， it is necessary to make f
31、ull use of the resources and superiorities outside school； through establishing the school-enterprise joint training bases， senior professional experts with high business skills and rich practical experience can be employed from the bases for working as tutors outside school； a “double-quality“ syst
32、em should be constructed as well. Finally， it is necessary to increase training the practice ability of tutors inside school 92.4 Further Improving the Incentive Mechanism for Full-time Professional Degree Postgraduates First， excellent graduates can be attracted to register for full-time profession
33、al degree postgraduate education through a series of preferential policies， so as to improve the quality of student source. For example， special scholarship and tuition reduction can be set up for the full-time professional degree postgraduates receiving an admission from their first-choice schools.
34、 Second， it is necessary to make measures for encouraging school-enterprise cooperation and strengthen the cooperation with enterprises and institutions. High-quality professional practice is an important guarantee for the quality of the full-time professional degree postgraduate education. However，
35、 the quality of professional practice cant be guaranteed only relying on the strength of colleges and universities， and therefore it needs the cooperation from postgraduate training units with powerful scientific research strengths. Third， it is necessary to take active measures for ensuring the emp
36、loyment of the full-time professional degree postgraduates. The employment of the full-time professional degree postgraduates has been included in the national overall 10work for the employment of graduates from general colleges and universities. Therefore， it is necessary for all colleges and unive
37、rsities to provide support and help for full-time professional degree postgraduate in employment policy， actively carry out employment guidance for graduates and provide information， and help implement the employment of postgraduates. 2.5 Establishing Relevant Laws， Regulations and Rules At present，
38、 the full-time professional degree postgraduate education is still a new emerging thing in China. Therefore， the relevant laws， regulations and rules of the state and colleges and universities on the full-time professional degree postgraduate education have not been well-improved， and remain in the
39、stage of exploration. In addition to the Professional Degree Establishment Examination Tentative Method issued in 1996 and 2010， only some temporary documents such as Pilot Measures for the Master of Public Health can be seen. This situation is not consistent with Chinas policy of ruling by law， but also does not accord with the vigorous development situation of the full-time professional degree postgraduate education. 2.6 Introducing the Professional Degree Education
