The Study On The Training Mode Of The Master Of Education Degree In China And The United States

The education of Master of Education Degree which has the specific teachingbackground is not only an important part of the graduate education system and animportant means of teacher education, but also enables the fulfillment of the training ofthe talented persons both confront to basic education and high-level personnel of itsmanagement.Since the establishment of the Master of Education Degree in China in1996, thetraining units have been developed rapidly and had significant results, and the numberof it from16to88; whereas some problems and difficulties have been emerged also.The United States as the earliest country to establish the education of the Master ofEducation Degree, has its characteristics and experience as well as some inevitableproblems in training. To learn from the experience in the United States is what weshould do to ensure the continuous and healthy development of the education of theMaster of Education Degree in China.In this thesis, literature and comparative studies are used. First, the author makes asummary on the previous researches of the training mode of the Master of Education toidentify the problems to be solved in this study; secondly, the author sorts out andanalyzes the history and current status of the Master of Education in two countries;thirdly, the author makes a comparative study on the elements of the training mode ofthe Master of Education. Generally speaking, these elements include degree type,professional orientation, training objectives, entrance examination, training methods,curriculum, degree-granting and teacher teams. The purpose of the comparison is toidentify the similarities and differences between the two countries, and to clarify theadvantage of the training mode of the Master of Education in China. On the basis ofthe understanding of issues in the training of the Master of Education in China and theexperience of the United States, the author makes a number of constructive suggestionsto further improve the training mode of the Master of Education in our country.