Survey On The Satisfaction Of The Full-time Primary Education Master's Practical Courses

The full-time primary education master's program started in 2009 is to improve the effectiveness of teachers' teaching,to meet the professional requirements of teacher education,and to realize the professional degree education for the diversified demands of primary education.It is to train high-level and professional primary school teachers.Important way.As a very important part of the master's course system for elementary education majors,practical courses are responsible for training professional teachers and improving teachers' practical ability.However,the practical ability of normal students is relatively weak at present,and there is a problem that they cannot fully meet the needs of future work.The educational practice of normal students is still a weak link in teacher education.With the continuous advancement of teacher education reform in China,the practice of teacher education has been continuously strengthened,and the research on teacher education practice has increased,but there is still a lack of research on the entire practice curriculum system from the perspective of curriculum theory.Therefore,this study attempts to discuss the problems of the master's degree practice in the primary education major from the perspective of the satisfaction of the teacher's education and practical courses from the perspective of the teacher's education and practical courses.Diagnose the problem in the current situation,provide a reference for improving the satisfaction of the full-time primary education professional practice courses,and provide an empirical basis for improving the full-time primary education professional practice courses.The full text is composed of five parts: the introduction part mainly introduces the reasons for selecting the topic,and conducts a literature review around the educational practice courses,the primary school education master's practice courses and the satisfaction of college students,and organizes the existing research based on the overview Research the characteristics and tap the value and research foundation of this research to find a suitable research method for this research.The second part aims at constructing the theoretical structure of full-time primary school education master's degree practical satisfaction degree.From the perspective of the experience of the master's degree course in primary education,on the basis of clarifying the content of the satisfaction of the master's degree course in elementary education,and analyzing and constructing the theoretical and practical basis of the satisfaction degree of the practical course,discuss the needs of the master course in the elementary education.The standards reached,clarify the specific content of each dimension of the practical courses of this study,theoretically construct a theoretical structure to measure the satisfaction of full-time primary education master degree practical courses,and seek to objectively reflect the satisfaction of full-time primary education master degree practical courses An effective way of leveling.The third part explains the realistic representation of the satisfaction degree of the practical courses of the master's degree in primary education.First,based on the measurement indicators of the satisfaction degree of the primary education master's practice courses,research and design,and develop a questionnaire of the satisfaction degree of the primary education master's practice courses.Secondly,according to the survey implementation,and analysis and processing of the survey data,in order to see the basic situation of the satisfaction degree of the practical course of the master's degree in primary education.According to the research,the overall satisfaction score of practical courses is between 3.35 and 3.73,with an average score of 3.47,indicating that the overall satisfaction of the practical courses of master's degree in primary education is at a medium level,and there is still much room for improvement.Among them,students have the highest scores in the dimension of learning performance and learning effect,and the lowest satisfaction with the practice base.The remaining other dimensions from high to low are instructor,curriculum evaluation,curriculum implementation,university resources,curriculum content,and curriculum value.The fourth part is to analyze the problems of diagnosing the practical courses of master's degree in primary education from the satisfaction results.According to the research results,the main problems of the primary education master's practice courses are revealed,and attribution analysis is carried out to identify the fundamental factors that affect the primary school education master's practice courses' low satisfaction.According to the conclusion of this study,there are some problems in the practice courses of the master's degree in primary education majors.The practice course system cannot meet the future development needs of elementary school teachers,the practice course organization is relatively weak,and the practice course management mode is not standardized.In the fifth part,it puts forward strategies to enhance the satisfaction of primary education master's practice courses.Based on the analysis of the problems and influencing factors of the practical courses of the master's degree in primary education,the strategy for the satisfaction of the practical courses of the master's degree in primary education is explored.Three specific optimization strategies are proposed.