| According to the spirit of the document “Several Opinions of the Ministry of Education on the Cultivation of Full-time Professional Master Degree Postgraduates(2009)”,China began to recruit full-time professional master degree postgraduates in education in 2009,so far it has been 12 years,and there have been 10 graduate students graduated successively.How to do a good job in the training of full-time education master's degree,and constantly consolidate the quality project of education master's degree,the relevant ministries and commissions and the professional guidance committee of full-time education master's degree issued all kinds of policy documents to guide the training of full-time education master's degree.However,the current training work of full-time education master is still insufficient.Under the trend of “education modernization 2035”,continuous development of society and continuous progress of education,the training work of full-time education master must be continuously improved in order to meet the needs of social progress and education development.The practice orientation of highlighting the quality of training for full-time education masters conforms to the requirements of “high quality development”and“quality benefit” put forward by the Fifth Plenary Session of the19 th CPC Central Committee.The solution to the current problems is firstly to carry out a systematic investigation on the quality of the training of full-time education masters,analyze the existing problems,strengthen the quality management of the whole training process in view of the key problems,and carry out strict quality control on each training link.If we want to do a good job of training full-time education master,we must test the quality of training comprehensively.It is of great practical significance to establish a scientific training quality evaluation system for discussing the quality of professional education master degree training.To evaluate the training quality of full-time education master,scientific selection and use of quality evaluation tools is the premise.In this study,literature research method,questionnaire survey method and personal interview method are used comprehensively.In the literature,the related policy and the analysis of the evaluation model based on text,on the basis of CIPP evaluation model,and establish the structure dimensions,from the background of evaluation,evaluation of input,process and output evaluation four elements,develop the current full-time master of education training quality series questionnaire of existing problems,and the reliability test and structure equation validity inspection,To meet the standard of surveying.In investigating the implementation stage,with good series questionnaire,respectively to investigate the school teachers and classroom teachers,the number is 216,school administrators,the number is 65,full-time master of education,the number is 325,and according to the results of empirical investigation and interview,combining the rational exploration and analysis of full-time master of education training quality problem,Analyze the reasons.On the above basis,combined with the relevant theoretical basis,the effective promotion strategy is put forward.In view of the problems of quality evaluation in all dimensions,this paper explores the reasons behind the problems,which are caused by quality culture,quality implementation,quality assurance and quality evaluation in the whole training process of full-time master of Education.For example,on the level of quality culture,the quality culture has become the appendage of educational interests,and the derived incentives such as backward quality concept,lack of quality system,and insufficient quality orientation,etc.,make the whole full-time education master's training quality concept not deeply into the whole training process.Secondly,in the process of quality implementation,it fails to meet the development needs of the supply side,resulting in the emergence of a culture mode that emphasizes form over process.Curriculum configuration emphasizes theory over practice;The value orientation of guiding mechanism,such as focusing on results and light infiltration,will inevitably affect the implementation results.Again,full-time master of education training to ensure the lack of resources,also is the cause of quality problems,such as student resources quality ratio is low,teacher resource structure imbalance,supporting resource input and output is less,these are to safeguard the quality of cultivating key resources,the absence of these resources will inevitably cause a full-time master of education training quality can't meet the cultivation objectives and requirements of the preset level.Finally,the existing evaluation open increase d ability is weak and the cause of quality problem,due to the diagnosis of pertinence is not strong,no problems that exist in the training in time,in this level,the lack of regulatory external evaluation,lack of scientific evaluation system,internal evaluation lack of trait is not science,objectively reflect the quality problem.How to effectively improve the training quality of full-time education master's degree and solve the existing problems is a more complex systematic project,with certain characteristics of integrity and linkage.According to the analysis of the causes of quality problems,the most important thing is to construct a reasonable training mode system and firmly implement it.First of all,it is necessary to enhance the value-oriented quality driving force and enhance the quality cultural atmosphere,such as creating a soft environment for education quality,changing the new concept of teacher-student symbiosis,innovating the new mode of quality supervision,etc.,and having a good quality driving mechanism is the premise of ensuring quality cultivation.Second,strengthen the quality of practice oriented support,part practice is the key to the full-time master of education training quality,under the goal,to create the cultivation model of vocational ability as the core,suitable for students to grow up regular courses,to establish production community platform for the interaction of supply and demand,realize the linkage of the practice process,laying solid foundation of professional master's practice ability.Thirdly,it is necessary to strengthen student-oriented quality assurance,including optimizing the student selection system,developing superior tutor resources,ensuring continuous investment chain,etc.,so as to ensure the steady improvement of training quality.Development-oriented finally is to perfect the quality of the evaluation,in this level,should weaken the administrative department for disruptive policy,establish a multi-dimensional quality evaluation standards,strengthen the body of the academic evaluation function,made the training quality has a clear understanding of do adjust to improve,constantly optimize the cultivation of full-time master of education work. |
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