中、美教育硕士培养的比较研究
发布时间：2018-08-05 17:11
【摘要】： 作为研究生教育体系的重要组成部分和教师教育的重要阶段,教育硕士专业学位教育已经成为为教育这一专门职业培养高级专业人才的重要手段,并日益受到各国的普遍重视。 我国自1996年设置和试办教育硕士专业学位,发展至今,尽管取得了许多显著的成绩,但是遇到的问题和困难也相当多。比如,专业学位与学术性学位的差别与共性在哪里?如何体现其专业特性?如何有效地实施管理和组织教学?同时,作为教师教育的重要阶段,如何发挥其在培养高质量的教师方面应有的作用?美国是最早建立教育硕士学位的国家,虽然至今仍不免存在一些问题,但相比之下,积累了相当多成功的经验,也显现了自己的办学特色,无论从管理、教学、师资等各方面都已经形成了一套较为完善的制度体系,可以为我们自身的发展提供有益的借鉴。 因此,本文基于文献研究,运用历史研究、比较研究和个案研究的方法,结合研究生教育和教师教育的发展轨迹,对中、美两国教育硕士学位的发展历史进行了梳理,并通过现状的介绍、整理和分析,对两国教育硕士学位教育的各个环节进行了比较研究,深入剖析了中、美两国教育硕士培养在培养机构、专业方向、培养目标、招生考试、培养方式、课程设置与实施、学位授予和师资队伍这些方面上的异同,进一步认识了我国在教育硕士培养上的诸多问题,同时借鉴美国教育硕士培养的一些有益经验,为我国的教育硕士培养提出了一些建设性的意见与建议,从而促进我国教育硕士专业学位教育以及教师教育体系的建设、改革和发展。
[Abstract]:As an important part of graduate education system and an important stage of teacher education, education master's degree education has become an important means to train senior professionals for the special profession of education, and has been paid more and more attention by many countries. Since 1996, China has set up and tried to offer a master's degree in education. Although it has made many remarkable achievements, it has encountered quite a lot of problems and difficulties. For example, where are the differences and commonalities between a professional degree and an academic degree? How to reflect its professional characteristics? How to effectively implement the management and organization of teaching? At the same time, as an important stage of teacher education, how to play its due role in training high-quality teachers? The United States was the first country to establish a master's degree in education. Although there are still some problems, by contrast, the United States has accumulated quite a lot of successful experience and has also shown its own characteristics of running a school, both in terms of management and teaching. Teachers and other aspects have formed a more perfect system, which can provide useful reference for our own development. Therefore, based on the literature research, using the methods of historical research, comparative study and case study, combined with the development track of graduate education and teacher education, this paper combs the development history of master's degree in education between China and the United States. Through the introduction, arrangement and analysis of the present situation, this paper makes a comparative study on the various links of the education master's degree education in the two countries, and deeply analyzes the training institutions, the professional direction, the training objectives and the enrollment examination of the education masters in China and the United States. The similarities and differences in training methods, course setup and implementation, degree award and teaching staff have further recognized many problems in education master's training in China, while drawing lessons from some beneficial experience of American education master's training. 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.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：G643
本文编号：2166438
[Abstract]:As an important part of graduate education system and an important stage of teacher education, education master's degree education has become an important means to train senior professionals for the special profession of education, and has been paid more and more attention by many countries. Since 1996, China has set up and tried to offer a master's degree in education. Although it has made many remarkable achievements, it has encountered quite a lot of problems and difficulties. For example, where are the differences and commonalities between a professional degree and an academic degree? How to reflect its professional characteristics? How to effectively implement the management and organization of teaching? At the same time, as an important stage of teacher education, how to play its due role in training high-quality teachers? The United States was the first country to establish a master's degree in education. Although there are still some problems, by contrast, the United States has accumulated quite a lot of successful experience and has also shown its own characteristics of running a school, both in terms of management and teaching. Teachers and other aspects have formed a more perfect system, which can provide useful reference for our own development. Therefore, based on the literature research, using the methods of historical research, comparative study and case study, combined with the development track of graduate education and teacher education, this paper combs the development history of master's degree in education between China and the United States. Through the introduction, arrangement and analysis of the present situation, this paper makes a comparative study on the various links of the education master's degree education in the two countries, and deeply analyzes the training institutions, the professional direction, the training objectives and the enrollment examination of the education masters in China and the United States. The similarities and differences in training methods, course setup and implementation, degree award and teaching staff have further recognized many problems in education master's training in China, while drawing lessons from some beneficial experience of American education master's training. 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.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：G643
【引证文献】
相关期刊论文 前1条
1 李森;王振华;;中美教育专业学位研究生培养模式比较研究[J];中国高教研究;2011年02期
相关博士学位论文 前1条
1 李世讴;教育硕士课程体系构建研究[D];西南大学;2010年
相关硕士学位论文 前10条
1 张囡囡;面向教育硕士培养的个性化教育资源平台的研究[D];辽宁师范大学;2010年
2 高丽;我国全日制专业学位硕士管理问题研究[D];河南大学;2011年
3 刘丽娟;硕士层次小学教师培养的发展性研究[D];湖南师范大学;2011年
4 杨香萍;我国专业学位教育发展现状及应对策略研究[D];河南师范大学;2011年
5 范柳俊;我国教育硕士专业学位研究生培养模式研究[D];河北大学;2009年
6 贺菲;美国密歇根州立大学教育硕士培养方案研究[D];西南大学;2012年
7 刘若泳;全日制硕士专业学位研究生教学现状调查与分析[D];华中师范大学;2012年
8 徐燕敏;全日制教育硕士课程设置研究[D];华中师范大学;2012年
9 王佳;美国学士后教师教育课程研究[D];浙江师范大学;2012年
10 叶建华;中美教育硕士专业学位课程体系比较研究[D];浙江师范大学;2012年
，本文编号：2166438
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