全日制教育硕士现代教育技术专业课程体系的设置

发布时间：2018-05-18 07:02

本文选题：全日制教育硕士 + 现代教育技术专业　；参考：《山东师范大学》2013年硕士论文

【摘要】：为了适应我国教育建设和发展的需要，多渠道培养高层次的职业型和应用型专门人才，1996年国务院学位委员会通过决议开始设置教育硕士专业学位，并于1997年开始招生试点工作，这为中小学信息技术学科教师取得硕士研究生学位提供了一个平台。为了更好地促进国家经济建设和社会发展对高层次应用型人才的迫切需要，积极开展具有中国特色的专业学位教育，教育部决定自2009年起，扩大其招收范围，开始招收应届本科毕业生，开展全日制教育硕士专业学位研究生教育。全日制教育硕士学位的设置开创了中小学教师培养的新模式，其培养目标为高水平职业型和应用型的中小学教师，它明确的专业性和定向性要求培养过程中高度重视实践教学能力，采取大学和中小学导师联合的培养模式。教育硕士专业学位作为专业学位的分支，其发展只有短短十余年，而从2009年全日制教育硕士真正进入公众视野，各方面仍处于摸索阶段，尚存在一些问题。比如在课程体系设置取向方面还比较模糊，，是一个亟待解决的问题。因此，关于全日制教育硕士现代教育技术专业学位的选题具有一定的理论价值和现实意义。课程设置作为人才培养的核心环节，对人才培养的质量起着至关重要的作用，本研究拟从课程体系设置的角度对现代教育技术专业全日制教育硕士研究生的培养进行探索，这对促进他们的职前教师专业化发展有着重要的作用。研究的问题如下：1、中小学信息技术学科教师的教学能力有哪些。2、现代教育技术专业全日制教育硕士现有课程体系如何。3、根据中小学信息技术学科教师教学能力结构表及对现有课程体系的分析，总结得出本研究的主要内容，即现代教育技术专业全日制教育硕士的课程体系设置。本文首先是量表的开发，通过文献研究、专家访谈等方法，最终得出中小学信息技术学科教师教学能力结构初始量表；在此基础上，又与中小学信息技术学科教师座谈，以期对教学能力调查表作进一步的修改，得出最终量表；然后再对现代教育技术专业全日制教育硕士研究生进行问卷调查，针对调查结果找到他们目前欠缺的教学能力以及课程开设中的不足，从课程结构与内容、课程实施和课程评价三个方面探讨现代教育技术专业全日制教育硕士的课程体系设置问题。在本文中提到，现代教育技术专业全日制教育硕士的课程需要注重实践取向，课程教学需要注重理论联系实际，注重临床教学和模拟教学，注重培养单位和校外实践基地的有效结合等，由此，现代教育技术专业全日制教育硕士的课程结构与内容、课程实施、课程评价时，要强调职业实践性，重视教学实践，建立实践基地，推行教育实习制度化等，为他们以后的教育教学工作提供帮助，使其能够在实际的教学中“游刃有余”。
[Abstract]:In order to meet the needs of educational construction and development in our country and train high-level professional and applied professionals through various channels, in 1996, the State Council academic degrees Committee adopted a resolution to set up a master's degree in education, and began to recruit students on a pilot basis in 1997. This provides a platform for IT teachers in primary and secondary schools to obtain master's degree. In order to better promote national economic construction and social development, the Ministry of Education has decided to expand the scope of recruitment from 2009 onwards, in order to promote the urgent needs of high-level applied talents and actively carry out professional degree education with Chinese characteristics. Start to recruit new undergraduate graduates, carry out full-time education master's degree graduate education. The establishment of the full-time master's degree in education has created a new model for the training of primary and secondary school teachers, with the aim of training high level vocational and applied primary and secondary school teachers. Its definite specialty and orientation require that the practical teaching ability be highly valued in the course of cultivation, and adopt the joint training mode of university and primary and middle school tutors. As a branch of professional degree, the professional degree of education master has only developed for more than ten years. However, from 2009 to 2009, the full-time master of education really entered the public field of vision, all aspects are still in the groping stage, and there are still some problems. For example, the orientation of curriculum system is still relatively vague, is a problem to be solved. Therefore, it has certain theoretical value and practical significance to select the topic of full-time education master's degree in modern education technology. As the core link of talent training, curriculum design plays an important role in the quality of talent training. This study intends to explore the cultivation of full-time graduate students in modern education technology from the perspective of curriculum system. This plays an important role in promoting the professional development of their pre-service teachers. The research questions are as follows: 1, what are the teaching abilities of IT teachers in primary and secondary schools, and what is the existing curriculum system of full-time masters of education in modern educational technology, according to the teaching ability of IT teachers in primary and secondary schools? Structure and analysis of the existing curriculum system, The main content of this study is the curriculum system of full-time education master of modern education technology. The first part of this paper is the development of the scale. Through the methods of literature research and expert interview, the initial scale of teaching ability structure of information technology teachers in primary and secondary schools is obtained, and on this basis, it is discussed with the teachers of information technology in primary and secondary schools. With a view to further revision of the questionnaire on teaching ability, the final scale can be obtained; then, the questionnaire survey will be conducted on full-time graduate students majoring in modern education technology. According to the results of the investigation, we find out that they lack the teaching ability and the deficiency in the course offering at present, from the curriculum structure and content, This paper probes into the curriculum system of full-time master of education in modern education technology from three aspects of curriculum implementation and curriculum evaluation. In this paper, it is mentioned that the courses of full-time education masters in modern educational technology need to pay attention to the orientation of practice, to the integration of theory with practice, to clinical teaching and simulated teaching. Emphasis should be placed on the effective combination of training units and off-campus practice bases. Therefore, the curriculum structure and content, curriculum implementation and curriculum evaluation of full-time education masters in modern educational technology should be emphasized in terms of vocational practice and teaching practice. The establishment of practical bases and the institutionalization of educational practice can help them in their later teaching work and enable them to "have a good job" in practical teaching.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G643.2;G40-057

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