The Survey And Analysis Of Hainan Master Degree’s Of Education For Rural School

Since2010, Hainan Master Degree’s of Education for Rural School carried out and so farit has enrolled for two rural Master of Education.This project is favored by graduated andemployers while there are some problems. This paper uses the practical investigation andquestionnaire to investigate the present situation of Hainan Master Degree’s of Education forRural School. This survey aims to find the problems of the Master Degree’s of Education forRural School and then put forward constructive suggestions to promote implementation of theprogram.The research mainly includes four chapters. The first chapter briefly describes the MasterDegree of Education for Rural School and the significance of the implementation of theHainan Master Degree’s of Education for Rural School. The second chapter, adopt the way offield investigation and questionnaire to investigate Master Degree’s of Education for RuralSchool of Hainan province. The survey was conducted from four aspects, Master of Educationin rural areas of learning, working conditions, occupational philosophy, and the newcurriculum reform implementation of Hainan Province. According to the analysis of theresults of the survey questionnaire, the third chapter aims to identify the problems during theprocess of Hainan Master Degree’s Education for Rural School. And the fourth part,according to the analysis of the problem, puts forward the implementation suggestion of theHainan Master Degree’s Education for Rural School.Found by the survey and analysis, in order to improve the problems of Hainan MasterDegree’s of Education for Rural School, it need to joint efforts of the training unit and ruralMaster of Education. First, from the training unit, in order to ensure the effectiveness oftraining curriculum and curriculum implementation, they should take the students as the mainbody and take curriculum and curriculum implementation as two wings, while the mostimportant is that students should put the professional development of teachers as the ultimategoal, and take the new curriculum reform as an opportunity to promote personal ascension.