Research On The Curriculum And Implementation Of Full - Time Education Master 's Degree In Comprehensive Universities

In 2009, our country started to recruit full-time master of education, which mainly took the graduating student. It planned to train the high grade application person for elementary and middle schools. Training full-time schooling master is an effective action to realize the teacher specialization. The situation of the curriculum design and implementation can not only affect the quality of the cultivation of the master of education, but also be the heart of cultivation reform of master of education. It had been 7 years since the start of the Full-time master of education. During the 7 years, the theory explorations and the practice had gained some achievements, but there are still many theory and practice confusion in the actual operation.The theoretical base of this article is reflective practitioner theory, unifying "Teacher Specialized Standard". This article uses the theoretical base to ponder questions of curriculum design and implementation of full-time master of education in comprehensive university. The theory emphasizes that teacher is a reflective practitioner which is different from teaching technician in traditional concepts. If the country wants to cultivate the reflective practitioners, it must pay attention to the combination of theory and practice; Also the country should cultivate the reflective practitioners with practice wisdom and practical knowledge. "Teacher Specialized Standard" is the basis of teaching staff, teacher training, teacher management and teacher professional development by themselves.For a thorough investigation into the questions of curriculum design and implementation of full-time master of education in comprehensive university, this article used the way of questionnaire, interview and text analysis to survey the curriculum goal, content, structure, teaching methods and teaching staff of curriculum design and implementation of full-time master of education in comprehensive university. Finding the following questions:the curriculum goal is unclear; the proportion of the curriculum structure is not coordinate; the curriculum arrangement does not comply with the principle of combining the theory and the practice; the integrity of curriculum content is not good which is not advantage the comprehensive university; the teaching method is not rich; the teaching environment is not contextualized; the implementers of the course- -teacher, is out of the reality of elementary education; the double tutorial system has many problems in the actual utilization. This article has analyzed the reason of the questions mentioned above the article and given the measures of these questions. To solve these questions, this paper argues that:the university must adjust the curriculum goal nimbly and emphasis the practicality of the goal. In the curriculum structure, the university must adjust the proportion of each kind of curriculum flexibly, following the principle of theory and practice repeatedly in turn; constructing the opening curriculum system and emphasis the superiority of comprehensive university. Improve the teaching way to enhance the quality of teaching. In terms of teaching troop, it needs to establish the double tutorial system and establish cooperation system of the university and the elementary and middle schools to raise teachers. In addition, the university may raise the masters of education’s reconsidering consciousness through exploring curriculum implementation and cultivate the reflective practitioner through the teacher career development school.