As we all know, the smooth development and successful completion of any scientific research and innovation project is inseparable from the careful planning and finishing point guidance of knowledgeable tutors. At the same time, it also depends on the wholehearted investment and creative implementation of graduate students with solid basic skills. In other words, the role of tutors in scientific research innovation planning and the creativity of Postgraduates in the implementation of scientific research innovation are the guarantee for the success of scientific research innovation. Therefore, in order to ensure the vigorous and sustainable development of scientific research and innovation, we should not only reuse visionary mentors, but also be good at selecting and cultivating graduate students with solid foundation and full innovation. Unfortunately, due to the fact that the current graduate enrollment method is divorced from the guidance and inertia of scientific research and innovation practice, we often fail to achieve the expected effect when selecting graduate students with solid foundation and full of innovation potential, and sometimes even backfire. According to my experience and observation, to improve the selection efficiency of graduate students, we should start from three aspects: Undergraduate achievement, Graduate written examination and graduate interview.

Undergraduate achievement (accounting for 30% of the admission score). Undergraduate score refers to the total average score of each required undergraduate course and the score of postgraduate entrance examination related professional courses in the class and grade. Undergraduate scores reflect the solid level of candidates' professional basic skills and their attitude towards various courses or things, and help to eliminate those candidates who are partial to subjects or have impure purposes for postgraduate entrance examination. Through systematic study of undergraduate courses, we can not only obtain relevant professional knowledge, but also cultivate a rigorous scientific attitude. Generally speaking, scientific research and innovation should not only have rich imagination, but also have strong executive power. Whether supervised or not, the experimenter must consciously and meticulously complete all operating procedures. In the absence of supervision, even a little bit of Jerry built or opportunistic ideas or actions are absolutely the enemy of scientific research and innovation. With the theoretical foundation and scientific attitude laid in the undergraduate curriculum, no matter how difficult and cumbersome problems we encounter in scientific research and innovation in the future, we will be resourceful, tenacious and invincible.

Postgraduate written examination (accounting for 60% of the admission score). Postgraduate written examination mainly refers to the examination of relevant professional courses, but does not include the examination of English, politics and other courses. In the past, the written examination of graduate professional courses relied too much on rote multiple-choice questions or blank filling questions, which could not provide candidates with flexible opportunities, so as to highlight their potential for scientific research and innovation. I suggest that the future written examination of graduate professional courses should focus on writing, that is, give some data and ask to write a research report; Or provide certain information and ask to write a summary; Or ask a question and ask to write a project application. Generally, there are three written tests for graduate professional courses. We should cooperate to introduce the three styles into the test questions respectively. Such reports, summaries or applications require a certain number of words (such as 1000 words, but there is no upper limit); Its evaluation criteria focus on whether the idea is clear, whether the details are appropriate, whether the expression is expressive, and whether the key points are prominent. For neat writing, extra points can be given; For those with many typos, points shall be deducted. This writing based professional course written test can test the application of candidates' basic writing skills in specific majors and their scientific research and innovation potential, rather than brushing questions, because there are almost no questions to brush.

Graduate interview (10% of the admission score). The graduate interview mainly understands the candidates' motivation for postgraduate entrance examination, that is, why? Priority should be given to those candidates who have the potential for scientific research and innovation (shown in the written examination) and are curious about the unknown, rather than those who pursue false fame or feel that they are easy to find a job after having a graduate degree. It is also worth noting that for those candidates with scientific research and innovation potential and strong curiosity, they should accommodate their deficiencies or defects in some aspects. For example, some examinees perform fairly well in oral answers to questions in their major, but they are dull in answering basic common sense questions outside their major. In addition, candidates who are temporarily stage fright or nervous and have a lack of fluency when answering questions orally should not be eliminated easily. Often, such candidates are deeply aware of their own shortcomings. Given the opportunity, they will be more motivated than others to make up for their own shortcomings. I remember when I was a sophomore in college, the school planned to set up an oral English class. After voluntary registration, you must pass the oral interview. Because of my poor performance on the spot, I stammered in English and was eliminated without suspense. Because of this setback, I vowed to surpass others in spoken and written English. A few years later, some people who had heard my spoken English and Putonghua said that my English was better than my Putonghua (with Fulan accent). When I first arrived in Australia, some local college students asked me why they could understand me, but couldn't understand other Chinese scholars? Not to mention English writing.

To sum up, improving the selection efficiency of graduate students should start from three aspects: Undergraduate achievement, Graduate written examination and graduate interview. Referring to the total average score of each required course of undergraduate course and the score of postgraduate entrance examination related professional courses, the arrangement between the class and the grade can reveal the solid degree of candidates' professional basic skills and their attitude towards each course or thing, which will help to eliminate those candidates who are partial to the subject or have impure postgraduate entrance examination purposes. The written examination of graduate professional courses based on writing can test the application of candidates' basic writing skills in specific majors and their scientific research and innovation potential, rather than brushing questions. Through the interview, we can understand the candidates' motivation for the postgraduate entrance examination, which is conducive to the selection of candidates with scientific research and innovation potential and curious about the unknown, rather than those who pursue false fame. It is suggested to cancel the written examination for postgraduates and let the tutor decide the choice of Postgraduates alone. It is obviously not feasible in a humane society such as China (how can the tutor treat the notes or recommended students impartially?). In addition, there is room for discussion on the recommendation of graduate students. Since the student can get a walk, the probability of passing the selection, including undergraduate scores, Graduate written examination and graduate interview, is also quite high. Why not try?