The Confusion And Reflection Of Full-time Master Of Education Degree’s Curriculum Development

Driven by the external social needs and internal development of highereducation, our educational institution began to recruit full-time master of educationdegree especially undergraduates since2009. As an important branch of professionaldegree, full-time master of education degree has gained rapid development afteryears of theory exploration and activity practice. In concept, it gradually separatesfrom the education academic degree and part-time master of education degree. Whilethe practice in reality is pessimistic for lots of theoretical confusion and practicalpredicament. According to the special demand of teachers’ occupational andpractical, how to effectively solve the existing problems, break away from theeducation academic degree’s development track and enhance future teachers’professionalism and practical wisdom have became the key factors of restricting ourfull-time master of education degree’s development.As the bridge of contacting macro-educational philosophy withmicro-educational practice, full-time master of education degree’s curriculumdevelopment is closely related to the training quality of our full-time educationmaster. So this paper plan to explore the full-time master of education degree’scurriculum development, then effectively solving the existing problems abouttheoretical basis and practical operation.Firstly, I construct the theoretical basis of full-time master of education degree’sdevelopment through analyzing relevant policy documents and curriculum theory,combining with the higher education’s characteristics and the current developmentstatus of primary and secondary education. Its process is determining educationalgoals, choosing education experience, organizing education experience andevaluating education.Secondly, in order to reveal the current confusion and problems of full-timemaster of education degree’s curriculum development, I prepare a questionnairestarting with course objectives, course structure, course content, curriculumimplementation and curriculum evaluation. The results show that the overallsituation of full-time master of education degree’s curriculum development is not ideal. It also presents lots of problems in the specific implementation process:(1)thecourse objectives attach more importance to education knowledge and ability thaneducation practice and experience;(2)the course structure is irrational for the largeproportion content focusing on academic courses;(3)the course content is stale andthe repeat rate is too high;(4)the practical teaching does not implement ideally;(5)thetraditional teaching ways dominate the classroom;(6)most of curriculum evaluationis teacher-led and result-led evaluation.Finally, on the basis of theoretical analysis and investigation, I completelyanalyze the deep-seated reasons of the confusion and problems of full-time master ofeducation degree’s curriculum development. Then combining with the foreignrelevant experience, I make a few suggestion for improving full-time master ofeducation degree’s curriculum development:(1)change the ideas of curriculum toestablish a practice-oriented, knowledge-oriented, professional growth-orientedcurriculum ideas;(2)optimize course structure to strengthen the links between coursecontent and teachers life, primary curriculum reform.(3) reform the traditionalteaching methods to build a new teaching community;(4)strengthen informationtechnology education to implement education Masters’ subjectivity.