Research on the Improvement Path of Academic Postgraduates' Scientific Research and Innovation Ability

Abstract

Against the backdrop of China's accelerated efforts to build an innovative country and the growing demand for top-tier innovative talents, postgraduate education serves as a crucial link in cultivating innovative talents. Among them, academic postgraduates, as the main force in scientific research and a key reserve force for original innovation, play a vital role in the cultivation of their scientific research and innovation capabilities. Through research, this paper finds that the cultivation of academic postgraduates' scientific research and innovation ability is currently facing problems in multiple aspects. In terms of enrollment methods, the assessment mainly focuses on textbook knowledge, lacking the evaluation of potential in scientific research and innovation. Influenced by social cognitive biases, candidates make blind choices when applying for postgraduate programs. Meanwhile, training institutions have limited autonomy in adjusting enrollment plans, and supervisors are overloaded with work. During the training process, the academic dissertation review system is not rigorous, with the phenomenon of "lowering standards" being prevalent. The low elimination rate leads to insufficient innovation motivation among students. Additionally, the correlation between "small theses" and academic dissertations is low, making it difficult to effectively evaluate scientific research and innovation ability. At the supervisor level, their academic level and guidance quality directly affect students' scientific research and innovation ability, and supervisors with insufficient capabilities cannot provide effective guidance to students. To address the above issues, this paper proposes corresponding solutions: giving full play to the role of ideological and political education, cultivating students' innovative thinking and healthy personality with the help of Marxist world outlook and methodology; improving enrollment methods by breaking the "dichotomy" framework of degree types, adjusting the enrollment structure, expanding the independent enrollment rights of training institutions and supervisors, and focusing on evaluating students' scientific research ability; optimizing training methods by clarifying the innovation standards for academic dissertations, introducing "practical supervisors" to implement a two-way blind review system, and strengthening the correlation between "small theses" and academic dissertations; and strengthening the construction of the supervisor team by raising the quality requirements for supervisor admission and standardizing supervisors' guidance behaviors in accordance with relevant guidelines.