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conception or in the complete form the consideration about the techniques goes first.
Secondly the graduates should be self-motivated to learn, which is mainly reflected
in the abilities to question what it is and resolve the puzzles. They should be able to
identify problems in the conventions, question them and put forward feasible
solutions to the problems, which necessitates that they engage in active and positive
learning from the group members, from real life and the filed practice. Acquisition of
knowledge is one thing while the cultivation of capabilities is another and proves very
important. Learning to question what it is and developing a way to learn from others‘
failures and so on are equally important.
In addition, the team spirit is another essential quality expected among the college
graduates. A majority of projects in the avant-garde of science are accomplished
through the participants‘ joint efforts. Cooperation may occur not only among
students in the same discipline, but also among those from different disciplines.
Science Times: In your opinion what are the major constraints on the college
cultivation of innovative talents at the current stage?
Li Peigen: The constraints are multifold. Take the constraint imposed by the
concepts for example: if the college is developed by itself, it is possible that the plans
and goals of talent cultivation are not geared to social needs.
Besides, the current income distribution system practiced in HEIs presents another
major constraint on the cultivation of innovative talents. In terms of the income
distribution practiced at colleges, the biggest problem is that the college teachers‘
income is made up of several components including the payment from the state, the
bonus from the college, reward for scientific researches as well as the legal income
from other sources. If such a situation is allowed to go on, serious problems may
ensue. A prominent phenomenon is that in recent years the expenditure on scientific
research in many units has increased a few folds whereas the yields from the
corresponding research projects register little progress and in worse cases the
innovative elements are on the decline. It gives little cause for criticism that the
professors and researchers at HEIs apply to conduct more research projects with a
view of increasing their income, but the fact remains that everyone‘s energy is
limited, i.e., with many projects on hand, it will be hard for the professors or
researchers to focus on a specific field or a certain project. Such an income
distribution pattern is responsible for the insufficient devotion to teaching on the part
of the teachers, which is evidently not favorable to the cultivation of innovative
talents. To resolve such a problem is beyond the power of a single higher education
institution, in other words, such problems are to be addressed only by the
government based on all-round research and systematic decision-making.
Stress on Active and Innovative Practice
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