A Comparative Study Of Full-time Master Of Education Training Program

Master of Education shoulder the training of basic education of high-level personnel burden. The quality of the Postgraduate Education of master of education determines the future development of China’s basic education. Based on the12copies of master of education program in comparative research training objectives, years of study, curriculum, etc. We can discover the similarities and differences of each training unit program to explore the advantages and disadvantages of each training unit program. With a view to full-time master of education training programs,we can try to improve and perfect the full-time master of education training programs.In this study, three types of institutions selected, the12full-time master of education degree in teaching subjects (mathematics) training program for the study were deployed; four Teachers College Beijing Normal University, Northeast Normal University, Southwest University, Huazhong Normal University; four comprehensive university Guangzhou University, Qingdao University, Yangzhou University, Liaocheng University; four Provincial Normal University Huanan Normal University, Zhejiang Normal University, Jilin Normal University, Henan Normal University. Through comparative analysis of the12training programs, we can found that each training unit have similarities and differences. Through a comparative study we reached the following conclusions:First, from the overall point of view, each training unit pedagogical mathematical training programs meet the relevant requirements of the national requirements which is as a guide. However, with its own training unit no ones’ characteristics are prominent and actual conditions are adjusted. And comparing the program elements from the several cultures it can be seen some of the training unit program contents are missing more serious.Second, for the comparative analysis of training objectives:The three types of basic unit training objectives are entirely consistent.Normal and provincial deployment are the same with master national education and training objective specifications are too general and lack of guidance. The comprehensive university for training objectives and requirements are specific.Third, for the comparative analysis of the study period:each training unit to implement a two-year study period are in strict accordance with the professional degree of learning life settings.Fourth, for the comparative analysis of the curriculum:Each training unit are quite different.In the curriculum scale setting and credit hours set by the institutions,there is a big difference. Compared with other institutions, Huanan Normal University has a significant difference,no matter in the number of different types of courses or in the credit hours assigned in terms of the curriculum.Fifth, for the comparative analysis of teaching:each training unit is insignificant. But it is worth mentioning that the campus practice bases outside that Guangzhou University builded to ensure the quality of their teaching practice postgraduate training capacity.Sixth, for the comparative analysis of the dissertation:For related dissertation presentation, there is a big difference between the various training units. Most institutions dissertation requirements are more general, but there is less specific operating requirements of the paper.Based on the above analysis and research, to the full-time master of education degree discipline teaching math training plan I put forward the following Suggestions:(1) Specificating training program, improving and perfecting the training program, implementing strictly training programs.(2) Specificating training objectives. Each training unit develops diversity training program according to the different levels of students and the school’s characteristics.(3) Implement the flexible lives, which can be learn from foreign experience.(4) Improving the curriculum system construction, rationally adjusting the curriculum to optimize the ratio of the curriculum. Reallocation of hours and credits, and credits to increase the proportion of the practice sessions.(5) Setting a reasonable training methods and content to improve and strengthen bi-mentoring system and building a campus training base.(6) To strengthen and improve the dissertation requirements, and to strengthen the paper work process management, improving and perfecting the training programs’ contents.