教育学研究生课程学习状况调查分析
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摘要
对教育学研究生课程学习状况的调查分析发现,我国教育学研究生课程学习状况良好,课程学习的主动性较强、学习感受和学习收获整体状况较好,但还存在着未完全形成以学生为中心的课程体系,研究生课程学习的探索性不强、知识学习和能力发展不协调等问题。培养单位应不断优化课程体系、推进学习改革、促进研究生知识学习和能力发展的协同共进,进一步改善教育学研究生的课程学习状况。
According to the investigation and analysis on the curriculum learning status of pedagogy postgraduates in China,there are good conditions of curriculum learning status,the experience of learning and learning outcomes of pedagogy postgraduates are generally better,and the initiative of curriculum learning is relatively strong,but there are still some problems such as the incomplete student-centered curriculum system,the weak exploration of curriculum learning,the incoordination between knowledge learning and ability development. The training department should continuously optimize the curriculum system,boost the reform of learning,and promote the coordination of students' knowledge learning and ability development,to further improve the status of curriculum learning for pedagogy postgraduates.
According to the investigation and analysis on the curriculum learning status of pedagogy postgraduates in China,there are good conditions of curriculum learning status,the experience of learning and learning outcomes of pedagogy postgraduates are generally better,and the initiative of curriculum learning is relatively strong,but there are still some problems such as the incomplete student-centered curriculum system,the weak exploration of curriculum learning,the incoordination between knowledge learning and ability development. The training department should continuously optimize the curriculum system,boost the reform of learning,and promote the coordination of students' knowledge learning and ability development,to further improve the status of curriculum learning for pedagogy postgraduates.
引文
[1]清华大学.清华大学推进研究生培养机制重大改革[EB/OL].(2014-10-21)[2018-02-10].http://kaoyan.eol.cn/bei_jing_3999/20141021/t20141021_1192432.shtml.
[2]李忠.从维持性到创新性:研究生学习方式的转化[J].中国高教研究,2009(7):29-31.
[3]刘献君.论“以学生为中心”[J].高等教育研究,2012(8):1-6.
[4]盛梦,孙莎.我国研究生教育满意度影响因素与解决对策[J].科技创业月刊,2013(1):116-119.
[5]蒋小满,张斌荣.论硕士研究生课程目标的三个内涵[J].鲁东大学学报(哲学社会科学版),2009(4):95-99.
[6]任长松.探究式学习:18条原则(下)[J].教育理论与实践,2002(2):56-59.
[7]任长松.探究式学习:18条原则(上)[J].教育理论与实践,2002(1):47-50.
[2]李忠.从维持性到创新性:研究生学习方式的转化[J].中国高教研究,2009(7):29-31.
[3]刘献君.论“以学生为中心”[J].高等教育研究,2012(8):1-6.
[4]盛梦,孙莎.我国研究生教育满意度影响因素与解决对策[J].科技创业月刊,2013(1):116-119.
[5]蒋小满,张斌荣.论硕士研究生课程目标的三个内涵[J].鲁东大学学报(哲学社会科学版),2009(4):95-99.
[6]任长松.探究式学习:18条原则(下)[J].教育理论与实践,2002(2):56-59.
[7]任长松.探究式学习:18条原则(上)[J].教育理论与实践,2002(1):47-50.