| The Master of Education’s development achievements have made important contributions to the development of Chinese economy and society,and have become the main channel for training high-level applied professionals in basic education and secondary vocational education.At the same time,as China has achieved full victory in the fight against poverty,education has also achieved remarkable results.Thanks to the targeted poverty alleviation measures by education and the tilt of educational resources,education in minzu minority areas has been greatly improved.Standing at the starting point of the 14 th Five-Year Plan,minzu universities should continue to adhere to the purpose of running a school,highlight minzu characteristics,strengthen the research and development of minzu education characteristics,and integrate the purpose of establishing a master of education with the purpose of running a school for minzu universities.Combining to deliver high-quality applied talents to minzu regions.Through combing the research status of master of education training,and the status quo of characteristic research in minzu universities,this research finds the organic combination of characteristic cultivation of minzu universities and the purpose of establishing masters of education.At the same time,from the perspective of the master of education training program,the minzu universities are constructed.The four dimensions that should be involved in the cultivation of the master of education characteristics are training objectives,curriculum settings,faculty and training links.Through comparative analysis method,questionnaire method and interview method,it is found that the difficulties faced by minzu universities in the cultivation of masters of education with characteristics are as follows: first is that the training goals need to be further clarified,which is reflected in the students’ unclear awareness of the training goals and the weak reflection of the nationality of the training goals;the second is that the ethnic and regional characteristics of the curriculum need to be further reflected,and the credits of the practical courses account for the total credits.The proportion is small,and the ethnicity and regional characteristics of elective courses are weak;third,the construction of the teaching staff needs to be further strengthened,which is reflected in the need to further strengthen the training and exchanges of teachers in the school,and the selection and incentive mechanism of the off-campus tutor team needs to be further improved;It is that the process of training links needs further innovation,which is reflected in the need for further development of teaching cases that reflect ethnic and regional characteristics,the way that ethnic research bases on campus participate in the cultivation of masters of education talents needs to be innovated,and the characteristics of ethnic colleges and universities are weak in terms of the topic selection of dissertations.In response to the plight of the training characteristics of masters of education in minzu universities,corresponding thoughts are put forward: one is to fully reflect the orientation of the purpose and policies of minzu universities in the training objectives,and to build a comprehensive education mechanism;second,in the curriculum setting,Pay attention to the supervision of the whole process of practical teaching,and set up courses based on application and nationality;thirdly,strengthen the training and communication of teachers in the teaching staff,and fully implement the "dual tutor" system;fourthly,strengthen the training process The development of educational cases in minzu regions,increased funding policy support,collaborative training of masters of education within and outside the school,and multiple channels to increase students’ awareness and research interest in education in minzu minority regions,which can be used as a reference for improving the characteristics of education masters in minzu universities significance. |
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