The Investigation And Syudy On The Current Situation Of The Teaching Ability Of Full-time Master Of Education

National plan,education-oriented,education plan,education is the origin,teachers and the level of teaching ability greatly affect the level of education quality.As an application-oriented high-level talents,full-time masters of education is one of the main reserves of high-quality teachers in China and play a key role in the future development trend of education in China.Therefore,improving the teaching ability of masters of full-time education is a crucial and enduring task.This paper mainly adopts the methods of literature review,questionnaire and interview,and takes the second-year full-time education masters from four universities in heilongjiang province(including H school,J school,Q school and M school)who have participated in the education practice organized by the school as the research object,to investigate and study the current situation of teaching ability of this group.Through the collation and analysis of relevant literature,this paper starts from the needs of the process of carrying out teaching activities.,according to the order of before class,duiring class,after class,teaching ability of full-time master is divided into teaching design ability,teaching implementation ability and teaching evaluation ability,And take the teacher professional development theory as the guidanceand,combine the features of full-time master of education,the teaching reflection ability,teaching research ability arealso taken into consideration.According to the professional standards of teachers in primary and secondary schools in 2012,the questionnaire was designed by the author according to the five dimensions of teaching ability in this paper.According to the results of the questionnaire,the overall situation of the teaching ability of full-time master of education in Heilongjiang province is as follows: First,generally,the whole teaching ability is above average Second,compared with the five ability dimensions,the teaching design ability is the best and the teaching research ability is the lowest.Third,the specific teaching ability level has the obvious difference,the development is not balanced.In order to further understand the problems existing in the development of teaching ability,some relevant teachers and full-time education masters were interviewed,the causes of the problems were deeply understood,and the causes of the problems were summarized into student,school and teacher factors.the student factors include that part of the full-time education master lacks the occupation interest,the specialized knowledge and the skill grasps is not firm,the specialized development initiative is poor;School factors include that teacher education curriculum system should be improved,practice teaching links are weak,education practice management is loose;The factors of teachers include that lack the guidance to students' educational interests,the teaching evaluation method is single,and the low frequency of tutors' scientific research guidance.Finally,on the basis of in-depth understanding of the causes of the.shortage of the teaching ability of masters of full-time education,this paper puts forward some countermeasures on how to.improve the teaching ability of master of full-time education from three perspectives: master of full-time education itself,school level and teacher level.