Research On The Practice Teaching Model Of Master Of Education

It is specified in the “Outline of National Medium and Long-term Education Reform and Development Program(2010-2020)” that education must be placed on our development agenda as a strategic priority.Masters of Education(referred to as M.Ed hereafter)are high-end talents trained for the teaching and management in our elementary education.They are essentially different from academic masters of education in that they own excellent practical ability.Having developed for only a short period of time and being quite insufficient in relevant theoretical research,the cultivation of masters of education is still being influenced by the traditional concept of valuing academic study while belittling technical learning,making it marked with features of academic master's degree and failing in its objective of cultivating practice-and application-oriented postgraduates.Therefore it requires every cultivating institute of M.Ed to find an immediate answer to the question of how to define its cultivating objective,to make full use of local resources of the elementary education,and to establish a theory-based while at the same time practical and feasible practice teaching model,which is also a hot issue worth thinking about in the research on models of M.Ed training.Based on the clarification of relevant terminology,this paper starts from the phylogeny of M.Ed and then conducts an in-depth analysis about the connotations,values and status quo of practice teaching model of M.Ed in China.Supported by questionnaire and interviews targeted at universities included in the “Pilot Project of Training Talents with Special Needs”,it further makes an investigation into the key parts in practice teaching model of M.Ed such as the objective setting,curriculum design,teaching model,supervising system,topic selection for thesis writing,as well as the intern-base establishment,after which the author gives a corresponding analysis and conclusion,pointing out that there are various problems existing in the practice teaching model of M.Ed,including unclear objective setting,irrational curriculum design,rigid teaching model,ineffective supervising system,and unfocused topics for thesis writing.Based onthe reflection over the above problems and related working experience,the author proposes a reformed practice teaching model featuring “five-teaches,five-learns,and five-assesses”,with an effort to advance the theories and directions over cultivating professional talents who can well serve the local elementary educational service.