The Construction Of“Research-practice”Practical Courses System

The full-time primary schooling education master’s program,which started in 2009,is to improve the quality of teachers education,meet the professional needs of teachers education,and realize the diversified demands of primary education.It is a professional degree education for training high-quality and professional teachers of basic education.The purpose of the master’s degree in elementary education is to cultivate high-quality,practical and excellent primary school teachers with strong primary education teaching practice and research capabilities,taking practical courses as the starting point to meet the needs of students to adapt to the future primary school education work as the center and guide.Primary education masters receive professional and standardized practical training to promote the combination of theoretical knowledge learning and practice for future teachers,so that the primary education masters can obtain strong practical capabilities.This is the main way to achieve the primary education master’s training goal.However,in running a school,we found that there are general contradictions between the short cycle and heavy training tasks,professionalism and teacher training in the training of masters in primary education.At the same time,because the effective connection between theory and practice is not strong,teachers and students appear in the education and teaching exchanges.The specific problem of effective communication difficulties is specifically manifested as:teachers pay attention to classroom theory teaching and despise practical training,students pursue teaching technology and skills,and dilute course theory learning;in practical education,practice that matches the characteristics of primary education and masters training.The teaching system has not yet been formed,and students lack the continuous and progressive professional practice activities that integrate professional practice activities that integrate " research-practice".The practice courses,as a very important link in the master’s course system of primary education,are helpful to the training of professional teachers and improving teachers’ practical ability.Therefore,built on the characteristics of graduate degrees,it is necessary to design a practical curriculum system that is coherent from research to practice and enhances the practical ability of the master of education.This article takes the full-time primary school education master’s practice curriculum system as the main aspect of the research,mainly choose literature research methods,case analysis methods,theoretical construction methods and other research methods,in order to conduct an in-depth study of the current status of the primary education master’s practice curriculum system,and find that there is a question,from the perspective of the improvement of the practical ability of the Master of Education,combined with the current situation of the case school’s primary education master’s practical curriculum system,we propose a reasonable and effective new "research-practice" practical curriculum framework system that can enhance the practical ability of the Master of Education.The research mainly investigated the content of practical courses in the Z Normal University and in the primary education master’s training program and the situation of case school masters of education,to understand the current situation of practical courses and the importance of practical courses to improve the practical ability of the master of education,and explore practical courses have existing problems in the aspects of “research” and “practice”.In this regard,it is proposed to combine "research" and "practice" to enhance the practical ability of the master of education in the coherent curriculum activities of “research” and “practice”;secondly,it is to realize the relationship between "research" and "practise" in the master’s program,implementation path and characteristics of the "research-practice" practice curriculum system,and to find the construction of the "research-practice" practical curriculum system from the perspective of practical ability,to discuss in detail the implementation of the "research-practice" practical curriculum system:“Research”: Research learning courses.In this series of courses,modular courses based on practice orientation,training courses on scientific research methods,and subject courses based on teacher education standards are implemented to develop pre-service teachers’ personal professional practice experience;“Practice”: Practical learning courses.In the implementation of this series of courses,the creation of microteaching and workshops,education internships,teacher skill competitions and educational practice forms personal education and teaching concepts;“Research-Practice”: Research-based practical courses,in the course of implementation,uphold three teaching principles,build a second teaching platform,build a visual case library,enrich educational research,and generate personal practical theories;“Practice-Research”: Practical research course,which realizes practical theoretical innovation through case collection and research,project application and implementation,and dissertation writing.Research-based learning develops pre-service teachers’ personal professional practice recognition;practical learning forms personal education and teaching concepts;research-based practice generates personal practical theories;practical research realizes practical theoretical innovation.Breaking through the training model of traditional academic orientation,focusing on practical ability and applied research,integrated training of teaching action(practice)and education research(research),forming a three-dimensional practical teaching model of “theory guidance,practical reflection,and research assistance”.