A Research On The Curriculum Program Construction Of China's Master Of Pedagogy

Curriculum is the carrier to realize the goal of cultivating postgraduate education and it is the key to protect and improve the quality of education.This research discusses curriculum system construction of the master of pedagogy,following the "status quo analysis-found problem-to solve the problem," the logic of ideas,combining literature,comparative law and the investigation method,through the following six parts.The introduction expounds the thesis topic reasons and significance,gives a general overview of current domestic and foreign experts and scholars research results of a master of the education graduate student research curriculum system,defines education,academic degree and professional degree,graduate courses,course system and related concepts,and gives a clear idea and methods of the study.The first part of the body is the investigations on the current status of the master of pedagogy curriculum program.By the text survey data analysis and questionnaire data analysis as well as some variables on the basis of correlation analysis,it points out that there are four aspects of the problem in the current master of pedagogy curriculum program.First,the knowledge of course target ignores the cultivation of student's abilities.Second,it discusses the contents of the old curriculum are not conducive to student innovation.Third,for the lack of flexibility of the curriculum structure,students can not meet the required personalization.Fourth,a single curriculum implementation and evaluation weakens the graduate student's "academic".Then according to the four problems,it proposes a master of pedagogy graduate course system construction strategy.The second section discusses the construction of the objectives for the master of education graduate student curriculum.Traditional graduate education curriculum pays more attention to the study of knowledge,while it neglects cultivating of students' ability and shaping of their perfect personalities.On the basis of defining the master of pedagogy graduate student cultivate the goal-"academic -type" training of graduate students,it builds a master of pedagogy postgraduate courses target system,from the knowledge,ability,and personality of the three dimensions. The third part is the construction of the content of the curriculum.Through comparison of China and the United States at the master of pedagogy graduate student selection of curriculum content,I propose that a master of pedagogy graduate course content choice should follow the following principles:attention to the basic curriculum content;attention to the dynamic nature of the course content;attention to cross-cutting nature of the curriculum content;the attention of research-based curriculum content;attention to the continuity of the course content.Part four discusses the types of a master of pedagogy graduate course with its contraction.The first part explores master of education classification of post-graduate courses.Secondly,under the goal-oriented curriculum,following the principle of course selection,it puts forward a concrete building strategy for each type of specific curriculum organizations.The fifth part puts forward a master of pedagogy graduate curriculum implementation and evaluation Suggestions for improvement.Firstly,the post graduate education curriculum should be "creative orientation" mainly,and explore specific curriculum strategies,under the orientation. Secondly,it discusses a master of pedagogy research and evaluates,analyses the influence factors of curriculum evaluation,and puts forward some specific ideas for perfecting evaluation system.