發(fā)布時間：2018-02-22 03:35

  本文關(guān)鍵詞： 比較教育學(xué) 學(xué)科建設(shè) 培養(yǎng)模式 研究生教育 美國教育　出處：《東北師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：本研究以美國比較教育學(xué)碩士研究生項目為研究對象,梳理其培養(yǎng)要求、課程設(shè)置與教學(xué)組織、學(xué)術(shù)研究、實踐活動,闡釋各類資源和機構(gòu)如何支持項目運行,評價論文研究及職業(yè)發(fā)展等實踐效果。在此基礎(chǔ)上,分析教師指導(dǎo)與學(xué)生發(fā)展的關(guān)系、理論學(xué)習(xí)與實踐活動的關(guān)系以及碩士生培養(yǎng)與博士生培養(yǎng)的關(guān)系,評價比較教育學(xué)研究生項目對培養(yǎng)比較教育研究者的貢獻(xiàn),并歸納美國比較教育學(xué)碩士研究生培養(yǎng)模式的特點。目前美國比較教育學(xué)碩士研究生項目多數(shù)被稱為國際與比較教育學(xué)項目,有些比較教育學(xué)項目與社會科學(xué)交叉或者其命名與發(fā)展教育相關(guān)。碩士研究生學(xué)位項目數(shù)量有所增長,但比較教育學(xué)課程比學(xué)位項目更普及。培養(yǎng)目標(biāo)強調(diào)與實踐的聯(lián)系,體現(xiàn)跨學(xué)科性或多學(xué)科性,關(guān)注國際組織及發(fā)展中國家的教育。項目的教師多數(shù)有跨學(xué)科的教育經(jīng)歷和研究興趣。學(xué)生在讀博之外的畢業(yè)去向以大學(xué)(研究人員及非教學(xué)職位)、非營利組織和教育公司為主。課程設(shè)置與教學(xué)組織方面:必修課程以概論類課程為主,研究方法課程和研究設(shè)計課程次之;選修課程各個模塊開設(shè)目的明確,但可選范圍大;以問題為導(dǎo)向;考慮不同水平和開展不同類型研究的學(xué)生的需要;以研討會的形式為主。學(xué)術(shù)研究與實踐活動方面:課程學(xué)習(xí)和教師指導(dǎo)都與學(xué)生的個人研究項目的需要密切聯(lián)系;自辦的通訊類刊物是實踐活動的平臺之一;學(xué)位項目與多個研究中心有不同程度的互動。教學(xué)管理方面:重視信息發(fā)布;學(xué)生服務(wù)的審批程序嚴(yán)密;重視職業(yè)發(fā)展服務(wù)。強烈的跨學(xué)科性,強調(diào)實踐導(dǎo)向、問題導(dǎo)向,重視培養(yǎng)獲取和分析數(shù)據(jù)的能力,關(guān)注發(fā)展教育和多元文化與教育,是美國比較教育學(xué)碩士研究生項目培養(yǎng)模式最明顯的四個特征。概論類和方法類課程在結(jié)構(gòu)完整和目的明確的基礎(chǔ)上細(xì)分,考慮開展不同類型研究的學(xué)生的需要以及群體的水平差異;學(xué)位論文或其他形式的個人研究項目處于培養(yǎng)過程的中心地位——這兩點是美國比較教育學(xué)碩士研究生項目培養(yǎng)模式中值得稱道的設(shè)計。
[Abstract]:This study focuses on the postgraduate program of comparative education in the United States of America, and reviews its training requirements, curriculum and teaching organization, academic research, practical activities, and explains how all kinds of resources and institutions support the operation of the project. On this basis, the author analyzes the relationship between teacher guidance and student development, the relationship between theoretical study and practical activities, and the relationship between master degree training and doctoral training. To evaluate the contribution of comparative education graduate programs to the development of comparative education researchers, At present, most of the graduate programs in the United States are called International and Comparative Education programs. Some comparative education programs are related to the intersection of social sciences or their nomenclature to development education. The number of master's degree programs has increased, but comparative education programs have become more popular than degree programs. Reflecting the interdisciplinary or multidisciplinary nature, Focus on education in international organizations and developing countries. Most of the teachers in the program have interdisciplinary educational experience and research interests. Graduates from universities (researchers and non-teaching positions, non-profit organizations) graduate from abroad. And education companies. Curriculum design and teaching organization: compulsory courses are based on general courses, The course of research method and the course of research design take the second place; each module of elective course has a clear purpose, but the scope of choice is wide; it is problem-oriented; it takes into account the needs of students at different levels and different types of research. Academic research and practical activities: curriculum learning and teacher guidance are closely related to the needs of students' individual research projects, and self-run communication publications are one of the platforms for practical activities. Degree programs interact with many research centers to varying degrees. In teaching management, emphasis is placed on information release, strict approval procedures for student services, professional development services, strong interdisciplinary, practical orientation, problem-oriented, and so on. Emphasizing the development of capacity to access and analyse data, as well as the development of education and multiculturalism and education, It is the most obvious four characteristics of the graduate program training model of the Master of Comparative Education in the United States. The general and methodological courses are subdivided on the basis of structural integrity and clear purpose. (B) consider the needs of students conducting different types of research and the differences in the level of groups; Thesis or other forms of personal research programs are at the center of the training process-these two are laudable designs in the graduate program of comparative education in the United States.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G643;G40-059.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前4條

1 張德偉;;日本關(guān)于比較教育學(xué)教學(xué)的調(diào)查研究[J];山東高等教育;2015年08期

2 邸存靜;;我國比較教育學(xué)碩士研究生課程現(xiàn)狀研究[J];法制與社會;2008年26期

3 于穎;;日本比較教育學(xué)課程與教學(xué)的時代變遷及特點分析[J];比較教育研究;2007年11期

4 項賢明;教育國際化與比較教育研究[J];比較教育研究;1999年06期

，

本文編號：1523543