Why postgraduates in mathematics dissatisfied with their curricula
Zhaohua Qu, Zezhong Yang
This research focused on the poor experience and cognition of postgraduates in mathematics in mainland China to their curricula, aimed at figuring out why they were dissatisfied with their curricula. We adopted an open-ended structure questionnaire and mainly investigated them from following six aspects: curricula goal, curricula structure, curricula content, curricula implementation, curricula resources and curricula evaluation. A total of 19 postgraduates in mathematics from a university in Shandong province participated in this investigation. The results indicated that the postgraduates were most dissatisfied with were curricula structure, curricula contents and curricula evaluations. For curricula structure, the reasons given by most of the postgraduates in Basic Mathematics were “The whole courses were more than enough” “The existing courses were multiple” and “The existing courses were inconsistent with the actually needed courses”, while the reasons given by the majority of the postgraduates in Applied Mathematics were “The whole courses were less than enough” and “There lacked some important courses”. For curricula contents, the reasons given by most of the postgraduates in Basic Mathematics were “The contents were not enough” and “Some contents were helpless”, while the reasons given by the majority of the postgraduates in Applied Mathematics was “Some contents were rather difficult”. But for curricula evaluations, the reasons given by the majority of postgraduates in each major were “The evaluations could not actually distinguish between postgraduates of diligent or opportunistic” and “The actual processes of curricula evaluations were not very rigorous”.