How to ＂go ashore＂ in higher education when the entrance examination for postgraduate entrance examination is made.

　　Looking for a job, a graduate degree has become a "standard". On the one hand, some people seem to have attended a "fake university". On the other hand, with higher education, it is becoming more and more difficult to find a job. Why do many majors become "sinkholes" when they find jobs after graduation? Is it really necessary for everyone to take the postgraduate entrance examination and take the exam? Graduate students do scientific research, how to avoid "working" for tutors for free? Pay attention to the quality of higher education. Do the two sessions have any new suggestions?

　　Chen Zhiwen (Member of Academic Committee of China Education Development Strategy Society):

　　Everyone often criticizes the problems existing in the specialty setting in colleges and universities, but in my opinion, compared with the specialty setting, the more crucial thing is the transformation of the training mode.

　　Nowadays, even graduates from famous universities need rich internship experience to find a good job. At present, the "Guan Peisheng" model widely existing in large enterprises has inspired us. The prevalence of Guan Peisheng shows the necessity and feasibility of this mode from the demand side, but at present it is only a folk behavior. Can we institutionalize this training mode?

　　In fact, there is a reference in the world. This is the cooperation mode of internship and learning represented by Drexel University and Waterloo University, which we can simply understand as work-study program. Drexel University is different from the University of Pennsylvania, a famous research university in Philadelphia. Students in this school will begin to enter internship programs in their sophomore year after preparing academic courses in their freshman year, and they will complete one or three internship projects before graduation. According to statistics, because of outstanding practical skills, 55% of graduates can find jobs in internships, and most graduates are booked early. Related to this, this kind of university has a long academic system, which is similar to our previous five-year doctor training.

　　Compared with the dual vocational education mode in Germany, the mode of "learning and internship" may be more suitable for China’s national conditions. Institutionalizing the "Guan Peisheng" mode, which is already widespread in fact, may make graduates walk more steadily and better on the road to employment.

　　Fan Xingsheng (Peking University Young Teacher):

　　I think high-quality course teaching is still the cornerstone of postgraduate training. Compared with undergraduate courses, graduate courses pay more attention to the output of basic knowledge, and the leading edge and method teaching. However, at present, some courses emphasize students’ autonomous learning, students’ group discussion and students’ lectures on stage, while lacking teachers’ basic teaching and guidance to students. The professional teaching system is incomplete and the requirements are not strict, and students’ sense of acquisition is not strong and their ability improvement is limited. Postgraduate stage should be the key period to build a complete professional knowledge system and form systematic professional theoretical cognition. In the process of training with limited classroom teaching time, it is still necessary to emphasize the planning and logic of professional course teaching and give students high-quality teaching and guidance to improve their ability to find problems and solve practical problems.

　　At the same time, our teaching work should pay more attention to teaching students in accordance with their aptitude and provide institutional support for the cultivation of innovative talents. Students with cross-disciplinary background may need to supplement some theoretical and practical courses of their major in the choice of postgraduate courses in order to complete the professional knowledge framework. Students studying in the original major may need interdisciplinary and interdisciplinary professional courses. Therefore, teaching management institutions should fully consider students’ differentiated training needs in the design of training plans, avoid simplistic "one size fits all", give teachers and students some independent space, and help to cultivate cutting-edge innovative talents.

　　He Yunfeng (Professor, Shanghai Normal University):

　　In a sense, campus "student worker" is also a form of labor, and there is actually a certain labor relationship between students, schools and tutors. The problems need our great attention.

　　The first is the problem of working environment. Campus laboratory is the most important place for tutors to "hire" and "student workers". Campus laboratories often have no strict environmental protection measures. Second, it is the issue of labor safety. Some tutors are not systematic and strict in safety training for students, and may even just regard laboratory safety as something that students should know naturally and ignore it. Some laboratories have no safety operation manual at all, and there are no standardized operation procedures. Third, it is the issue of labor remuneration. Some "student workers" work day and night for their tutors, but they don’t get any remuneration or the remuneration is extremely low. Because students are generally in a weak position in the relationship structure with tutors, they can only submit to humiliation for the unpaid or underpaid tutors. Fourth, the issue of labor security. Campus "student workers" should be regarded as informal labor relations, so there must be basic labor security.