本文選題：教育碩士　切入點(diǎn)：專業(yè)學(xué)位　出處：《西南大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

【摘要】：碩士層次教育肩負(fù)著社會(huì)發(fā)展的重任,不僅為社會(huì)培養(yǎng)高素質(zhì)、高層次以及創(chuàng)造性的人才,而且還是增強(qiáng)綜合國力和國際競爭力的重要支撐力量,地位和作用不斷擴(kuò)大。中小學(xué)教育改革能否成功的關(guān)鍵是教師,教育質(zhì)量能否提高的關(guān)鍵還是教師,這已經(jīng)成為社會(huì)各界的共識。教育碩士專業(yè)學(xué)位教育作為我國新興的教育形式,已成為為基礎(chǔ)教育培養(yǎng)高級專業(yè)人才的重要手段,并日益受到教育界的普遍重視。 我國的教育碩士起步比較晚,雖然發(fā)展迅速并取得了顯著的成績,但是培養(yǎng)方案在具體實(shí)施中仍存在著問題,還需逐步完善。美國教育碩士起步早,時(shí)至今日,教育碩士培養(yǎng)已經(jīng)趨于成熟并處于不斷完善的階段,在培養(yǎng)的各個(gè)階段積累了豐富的經(jīng)驗(yàn)。鑒于此,本文選取美國密歇根州立大學(xué)教育碩士培養(yǎng)方案為研究對象,通過深入的分析,總結(jié)其經(jīng)驗(yàn)教訓(xùn)對我國教育碩士培養(yǎng)不無裨益。 文章基于文獻(xiàn)梳理的基礎(chǔ)上,運(yùn)用文獻(xiàn)法、比較研究和個(gè)案研究的方法,并結(jié)合研究生教育和教師教育的發(fā)展軌跡,對美國教育碩士專業(yè)學(xué)位的發(fā)展歷史進(jìn)行了梳理。在此基礎(chǔ)上以密歇根州立大學(xué)教育碩士培養(yǎng)方案為個(gè)案,從招生對象、培養(yǎng)目標(biāo)、課程設(shè)置、學(xué)位授予要求等各個(gè)方面分析總結(jié)其培養(yǎng)經(jīng)驗(yàn),深入剖析其培養(yǎng)特點(diǎn),針對我國教育碩士培養(yǎng)存在的具體問題,借鑒美國教育碩士培養(yǎng)的有益經(jīng)驗(yàn),為我國的教育碩士培養(yǎng)提出了一些建設(shè)性的意見與建議,從而促進(jìn)我國教育碩士專業(yè)學(xué)位教育以及教師教育體系的建設(shè)、改革和發(fā)展。 論文包括以下五個(gè)部分： 第一部分為導(dǎo)論,主要是問題的提出,對“專業(yè)學(xué)位”、“教育碩士專業(yè)學(xué)位”等核心概念進(jìn)行了界定,梳理己有的國內(nèi)外相關(guān)文獻(xiàn)研究現(xiàn)狀,闡述了研究思路及研究方法； 第二部分從三個(gè)階段梳理了美國教育碩士專業(yè)學(xué)位發(fā)展的演變和發(fā)展歷程,總結(jié)每一階段取得的成就與不足之處； 第三部分以密歇根州立大學(xué)教育碩士培養(yǎng)方案為研究對象,運(yùn)用案例分析法,從三個(gè)專業(yè)方向的培養(yǎng)具體展開,深入解析了教育碩士培養(yǎng)方案； 第四部分在分析第三部分的基礎(chǔ)上,總結(jié)密歇根州立大學(xué)教育碩士培養(yǎng)方案的具體特點(diǎn)和培養(yǎng)的價(jià)值取向； 第五部分基于我國教育碩士培養(yǎng)方案實(shí)施的現(xiàn)狀,借鑒美國教育碩士培養(yǎng)的經(jīng)驗(yàn)和特點(diǎn)提出建議,包括增設(shè)入學(xué)考核渠道,多種選拔方式并進(jìn)；明確培養(yǎng)目標(biāo),突出課程的實(shí)踐性；拓展教學(xué)方式,加強(qiáng)師資隊(duì)伍建設(shè)；構(gòu)建關(guān)注“實(shí)踐能力”的考核評價(jià)機(jī)制。
[Abstract]:Education at the master level shoulders the important task of social development. It not only trains high quality, high level and creative talents for the society, but also is an important supporting force to enhance the overall national strength and international competitiveness. The key to the success of primary and secondary education reform is teachers, and the key to the improvement of education quality is teachers. This has become the consensus of all walks of life. As a new form of education in China, education master's degree education has become an important means to train senior professionals for basic education, and has been paid more and more attention by the educational circles. The Master of Education in China started relatively late. Although it has developed rapidly and achieved remarkable results, there are still problems in the implementation of the training program, which still needs to be gradually improved. The education master training has become mature and is in the stage of continuous improvement, and has accumulated rich experience in each stage of cultivation. In view of this, this paper selects the education master's training program of Michigan State University as the research object. Through in-depth analysis, summing up its experience and lessons for the cultivation of Master of Education in China is beneficial. On the basis of literature combing, this paper applies the method of literature, comparative study and case study, and combines the development track of graduate education and teacher education. This paper combs the history of the development of American education master's degree. On this basis, taking the education master's training program of Michigan State University as a case study, from the aspects of enrollment target, training goal, course setting, This paper analyzes and sums up its training experience from various aspects such as the requirement of degree award, deeply analyzes its training characteristics, and draws lessons from the beneficial experience of American education master training in view of the specific problems existing in the cultivation of master of education in our country. This paper puts forward some constructive suggestions and suggestions for the cultivation of master of education in China, so as to promote the construction, reform and development of education master's degree education and teacher education system in China. The thesis includes the following five parts:. The first part is the introduction, mainly the question puts forward, has carried on the definition to "the specialized degree", "the education master specialized degree" and so on core concepts, combs the domestic and foreign related literature research present situation, elaborated the research thought and the research method; The second part combs the evolution and development course of American education master's degree from three stages, summarizes the achievements and shortcomings of each stage; The third part of the Michigan State University education master training program as the research object, using the case analysis method, from the three professional direction of the specific development, in-depth analysis of the education master training program; On the basis of the analysis of the third part, part 4th summarizes the specific characteristics and value orientation of the education master's training program of Michigan State University. In 5th, based on the current situation of the implementation of the Master of Education training program in China, the author puts forward some suggestions for reference from the experience and characteristics of the American Master of Education training, including the establishment of entrance examination channels, the simultaneous development of various selection methods, and the determination of the training objectives. To stress the practicality of the course, to expand the teaching methods, to strengthen the construction of the teaching staff, and to construct the assessment and evaluation mechanism that pays close attention to the "practical ability".
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G643

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