摘要
基于对广东省开展教育硕士综合改革试点工作的两所高校全日制教育硕士的调查数据,分析不同培养模式下全日制教育硕士的基本特征及其差异。研究发现:协同培养、非协同培养两种培养模式的学生,在课程设置、师资队伍、自身学习状况、教学环境等方面均存在着显著差异。这种差异在一定程度上反映了不同培养模式在教学质量上的差异。提高全日制教育硕士教学质量,一方面要承认不同培养模式全日制教育硕士在教学质量上的差异,理解并尊重这种差异;另一方面要进一步完善培养模式,提高其教学质量。
An analysis was made on the survey data, basic features and differences of two full-time master-of-education programs with different forms of training in Guangdong province. The study found that collaborative and non-collaborative training differ in curriculum, faculty structure, learning conditions and teaching environment. To a certain extent, these differences reflect the differences in teaching quality. In order to improve teaching quality, the differences should be taken into consideration and further efforts must be made to improve various forms of training.
出处
《研究生教育研究》
CSSCI
2016年第1期44-50,共7页
Journal of Graduate Education
基金
2012年广东省学位与研究生教育改革项目"教育硕士专业学位综合改革教学质量保障体系研究"(项目编号:12JGXM-ZD07)
广东省哲学社会科学"十二五"规划2012年度学科共建项目"教育硕士专业学位综合改革教学质量保障体系研究"(项目编号:GDKXJY08)
关键词
全日制教育硕士
协同培养
非协同培养
教学质量
full-time master-of-education program
collaborative training
non-collaborative training
teaching quality
