教育硕士专业学位研究生多元化学习方式的构建

发布时间：2018-05-25 13:20

本文选题：教育硕士 + 多元化学习方式　；参考：《河北师范大学》2011年硕士论文

【摘要】：教育硕士专业学位是一种具有教师职业背景的专业性学位,面向基础教育,培养的是中小学一线教师及其教学管理人员。教育硕士专业水平的提高将促进我国基础教育的发展和国民素质的提升。本研究构建的多元化学习方式将有助于他们提高学习的有效性,进而使他们的专业素养得到提升。笔者首先通过问卷调查和访谈对教育硕士的学习特点和学习需求进行了解。分析结果表明,教育硕士具有学习目的的明确性、学习意识的自主性、学习方法的灵活性、学习内容的综合性、学习方式的多样性以及学习时空的扩展性等特点。他们想通过攻读教育硕士专业学位,满足自身对工作保障、晋职提升、职业规划、丰富生活、专业发展、生命提升以及创造学习条件等的需求。然后,通过研读文献,对学习方式的涵义进行界定,对教育硕士学习方式的特点进行分析,并对教育硕士的学习方式进行了分类。教育硕士作为一特殊学习群体,其学习方式通常有多元性、主动性、独立性、独特性、交往性、体验性、问题性、综合性等特点。根据教育硕士的学习特点、学习需求以及学习方式的特点,笔者将其学习方式分为基于案例、基于问题、基于对话、基于情境、基于体验、基于网络、基于自导、基于课题的八种学习方式。随后,对这八种学习方式分别从涵义、特征、样态等几个方面进行了研究。每种学习方式的实施,都以具体实例进行了实景描述,并对效果进行了分析。最后,通过对八种学习方式的融合完成了教育硕士多元化学习方式的构建。
[Abstract]:Education Master's degree is a kind of professional degree with professional background of teachers. It is oriented to basic education and trains primary and middle school teachers and their teaching administrators. The improvement of professional level of Master of Education will promote the development of basic education and the improvement of national quality. The diversified learning style constructed in this study will help them to improve the effectiveness of their learning, and then their professional literacy will be improved. First of all, the author investigates the characteristics and needs of master of education through questionnaires and interviews. The results show that the Master of Education has the characteristics of definite learning purpose, autonomy of learning consciousness, flexibility of learning methods, comprehensiveness of learning content, diversity of learning methods and expansibility of learning time and space. They want to meet their needs for job security, promotion, career planning, life enrichment, professional development, life promotion and the creation of learning conditions by pursuing a master's degree in education. Then, by studying the literature, the meaning of learning style is defined, the characteristics of education master's learning style are analyzed, and the learning mode of education master is classified. As a special learning group, Master of Education usually has the characteristics of pluralism, initiative, independence, uniqueness, communication, experience, problem, comprehensiveness and so on. According to the characteristics of the master of education, learning needs and learning styles, the author divides the learning methods into three categories: case-based, problem-based, conversational, situation-based, experience-based, web-based, self-directed, and so on. There are eight learning methods based on topic. Then, this paper studies the eight learning methods from the aspects of meaning, characteristics, patterns and so on. The implementation of each learning method is described with practical examples, and the effect is analyzed. Finally, through the integration of eight learning methods, the construction of multiple learning mode of Master of Education is completed.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：G643

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