Research On The Current Situation And Countermeasures Of Primary Education Master's Training Under The Guidance Of Expert Teachers

Under the background of improving the quality of basic education teachers and strengthening the construction of the teaching team,it is very urgent to cultivate a group of high-quality and professional teachers.Postgraduate education is a high-level education in the education system of primary school teachers in China.It shoulders the important mission of cultivating expert primary school teachers.Institutions of higher learning are the main positions for masters of primary education.The quality of cultivation directly affects the formation and development of the professional quality of the master of primary education,and directly affects the potential of the master of primary education to grow into the expert teacher.Therefore,it is of great practical significance to understand the actual situation of the primary education master's cultivation and discover its existing problems and deficiencies.After discovering the problem,exploring the causes of the problem and putting forward improvement countermeasures and suggestions are also of great practical significance and practical value.Firstly,the paper clarifies and defines the relevant core concepts.Teacher professional development theory,constructive learning theory and reflective practice theory are used as the theoretical basis for the research of the paper.Next,we will introduce the literacy and growth path of expert teachers,the relationship between expert teachers,and the relationship with the cultivation of masters of primary education.Secondly,we use questionnaire survey method and interview method,we focuses on the learning status of the full-time primary school master of education and the course teaching,tutor guidance,education practice,quality evaluation and other issues in the cultivation process.Mainly using questionnaire survey method and interview method,I conducted a survey and research on the two-year full-time primary education master's degree in three universities.Through investigation,it is found that the training status of full-time primary education masters in these three universities is generally good.But from the perspective of cultivating expert teachers,there are still many problems.For example,the development of the professional literacy of the master of primary education is uneven,and the development level of some professional literacy is relatively low;the curriculum and teaching are academically biased,the cultivation and attention to the ability of reflection,research and participation of the master of primary education is insufficient;some tutors do not provide adequate guidance and supervision for the master of elementary education;off-campus practice training is very weak,which is prominently reflected in the lack of opportunities for masters to participate in real teaching and the lack of communication and cooperation between tutors and practical instructors,resulting in the failure to cultivate the educational action research ability and reflective teaching ability required for masters to become expert teachers;the guidance and supervision effect of the evaluation system on the professional quality of primary education masters needs to be improved.The subjective reasons for these problems are the poor learning status of the master of primary education and the lack of professional self-development awareness.The short training system for master's degree education in primary education in universities,imperfect management,and ineffective supervision are the main external factors for these problems.Finally,training expert teachers is our goal orientation.In order to solve the existing problems and deficiencies,we suggest to improve the training of the master's degree in primary education from the following aspects: taking expert teachers as the training target and establish the concept of expert teacher training;guide the master of primary education to adjust the learning status and enhance their professional self-development awareness;optimize curriculum teaching by enhancing the reflection,research and enlightenment of curriculum teaching;strengthen the construction of the mentor team to promote the guidance and supervision of mentors;improve off-campus internships by highlighting reflective practice and teaching action research;optimize the evaluation system to promote the guidance and supervision of the evaluation system;appropriately extend the training school system,etc.