The issue of homogeneous education has been debated for many years. We hope to pay attention to the homogenization phenomenon in postgraduate training.

Graduate students are mainly creative work, there is no denying that academic graduate students. But the homogenization tendency of professional graduate students is more and more obvious.

Take my familiar master of education as an example. In the 1990s, the state added master's degree in education, mainly to recruit in-service middle school teachers. At that time, there were only a few middle school backbone teachers with master's degree. The purpose was to "recharge" the graduates after the reform and opening up. Because these graduate students are middle school teachers, have practical work experience, eager to improve in educational philosophy and education theory. With the development of master's degree, most middle school teachers have completed the degree promotion. After 2000, the number of new middle school teachers with master's degree has increased year by year.

In recent years, the recruitment of on-the-job graduate students has been stopped, and new undergraduate students have been recruited instead. This is undoubtedly good news for undergraduates who are determined to be middle school teachers. It can not only obtain a master's degree, but also pre job training, which will take the lead in the recruitment of middle school teachers. As a result, enrollment is far more popular than academic graduate students.

The master of education is a two-year program. One year to study courses, one year to middle school internship thesis. The topic selection of master's thesis is strictly limited and must be closely combined with middle school education and teaching. This brings about a problem: it is not good to do theory deeply, and it is not good to only do teaching without theory. The compromise method is to pull the flag as the tiger skin, take the theory as the decoration, literature, questionnaire came into being. And the so-called experimental method is nothing more than the teaching plan and extracurricular activity plan of middle school practice. With theoretical guidance, feasible methods, case design, scientific thinking, quality, ability and other fashionable terms, as well as some word modification, brainstorming, and keeping pace with the times, the perfect opening of the topic has come into being, and the new eight part format of the master's thesis has also taken shape.

However, there are so many contents in middle school textbooks that the syllabus can not be overstepped. Year after year, the number of students is increasing, and the topic selection space is almost seamless. So, reincarnation begins. A few years ago, the topic again turned out, a little modification, a new face, for soup without dressing again.

This may not be a good thing for the students now and in the future, and it is even more worrying for the long-term development of the master of education. Are we training homogeneous products or personalized talents?

If the topic is similar or repeated, isn't it encouraging plagiarism? Imitation? Plagiarism and imitation are the enemies of innovation! If it goes on like this, the cultivation of master of education will come to a dead end in a few years. This is not alarmist.