Frontiers in Educational Research, 2023, 6(15); doi: 10.25236/FER.2023.061510.
Xu Yueying1, Zhao Bingang2, Yin Yuxin1
1College of Education, Zhejiang Normal University, Jinhua, China
2College of Education and Psychological Sciences, Sichuan University of Science & Engineering, Zigong, China
Reflective thinking serves as an essential instrument and safeguard for enhancing learning efficiency, and is crucial in maintaining the quality of postgraduate output. This paper, employing detailed interviews with 25 postgraduates, delves into the challenges encountered in their reflective thinking, principally exhibited as: a deficiency in reflective awareness, a limited reflective perspective, and a paucity of reflective methodologies. It further discerns the underlying causes of these issues: the prevailing influence of conventional training paradigms, inadequate professional foundations, and superficial comprehension of scientific research imitation amongst students. Consequently, it recommends the fostering of reflective thinking among postgraduates from three dimensions: the instillation of reflective habits, the expansion of reflective perspectives, and the deepening of core competencies, all aimed at elevating their research quality.
Master graduate students; Reflective thinking; The habit of reflection; Reflective method
Xu Yueying, Zhao Bingang, Yin Yuxin. Investigating Postgraduates' Reflective Thinking Challenges and Strategies: Insights from 25 Interviews. Frontiers in Educational Research (2023) Vol. 6, Issue 15: 76-83. https://doi.org/10.25236/FER.2023.061510.
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