Reasons for the reform plan of employment-oriented computer graduate professional training program

1. Fuzzy professional Positioning

The undergraduate computer Major of Non-key universities is vague and its objectives are not clear enough. It is determined that the training of talents cannot be determined in the application and research modes, which is the root cause of poor hands-on ability of students.

2. Questions about training plans

Around 2001, on the one hand, each university realized that practical teaching must be added to cultivate students' hands-on ability. On the other hand, it made some reforms based on the curriculum system recommended by acm1991 and computing2001, however, the students we train cannot directly integrate with the market. The reason is that the training plan has not been revised based on local market requirements.

3. Practice has not played a proper role

Because the quality monitoring system in practice is not established, especially the curriculum design, which serves as the link between the curriculum and graduation design, is often lax, resulting in a low graduation design level and failing to reach the market threshold.

The importance of the course design is still insufficient. First, the number of instructors in the guiding process and the question scoring process is still insufficient. Second, there is no plan, outline, teaching material, or examination like the course.

Because the curriculum design has not met the expected goal, graduation design can only make concessions and stay at a slightly more complex level than the curriculum design. There are few questions that can reach the market threshold, this allows graduate students of computer science to be rejected due to lack of mainstream market technologies and experience.

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Reasons for the reform plan of employment-oriented computer graduate professional training program