我国教育硕士专业学位研究生培养模式研究
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摘要
随着我国硕士研究生规模的不断扩大,专业学位研究生教育的蓬勃发展,作为专业学位之一的教育硕士也得到了快速的发展。但由于我国教育硕士创建只有短短十年时间,虽然取得了令人欣喜的成绩,但是由于理论研究不够成熟,受传统学术型学位培养模式影响较深,现阶段我国教育硕士专业学位研究生培养模式中还存在着许多问题。本研究根据我国教育硕士专业学位研究生培养中存在的现实问题,利用文献法、历史法等方法对我国教育硕士专业学位研究生培养模式的要素进行分析解读,提出以突出教育硕士专业学位实用性与职业性为原则的改革建议,以期改进我国教育硕士专业学位研究生培养模式。
论文共分为五部分：第一部分为引言,介绍本研究的背景、意义和研究现状以及研究思路和方法,界定相关概念。第二部分,对教育硕士专业学位含义及发展历史进行阐述并探讨了我国教育硕士专业学位的发展历程。第三部分,对教育硕士专业研究生培养模式的构成要素进行分析与探讨,并将其与教育学硕士培养模式的相关因素进行对比分析,突出教育硕士专业学位研究生培养模式的特点。第四部分,结合对实际工作的分析,指出教育硕士专业学位研究生培养模式在现阶段的主要问题所在,为改革我国教育硕士专业学位研究生培养模式提供依据。第五部分,结合国内外教育硕士专业学位研究生教育发展的共同经验以及现实工作中的不足,针对教育硕士专业学位研究生培养应用性与职业性的特点,为我国现有的教育硕士专业学位研究生培养模式提出的几点改革建议。
As China's Master-scale expanding post-graduate professional degree in education to flourish as one of the professional Master of Education degree has been a rapid development. However, due to the creation of Master of Education in China only a decade, despite encouraging results, but not mature enough as a result of theoretical study, by the traditional academic-based training model places deeply affected at this stage of our post-graduate professional degree Master of Education Training Model there still exist. In this study, according to China's educational training of graduate students Master of the practical problems that exist in the use of literature, history, law, comparative law and other methods of China's educational training of graduate students Master of the elements of pattern analysis to highlight the relevance of professional degree Master of Education with the principle of occupational reform proposals with a view to improving China's post-graduate professional degree Master of Education training model.
Thesis is divided into five parts:the first part to the introduction on the background of this study, significance and research and research ideas and methods, defining the relevant concept. The second part, through the Master's degree in education and development of the meaning of history and of our Master of Education degree of the development process, sum up the development of Master of Education degree in the history of professional experience and general laws, drawing on previous experience, in-depth study to lay the basis. Third part of the professional post-graduate master's degree in education training model to analyze the constituent elements and to explore and master's degree in education training model and the related factors were analyzed to highlight the professional Master of Education degree the characteristics of post-graduate training model. PartⅣ, combined with an analysis of the practical work, pointing out that post-graduate professional degree Master of Education in the training mode where the main problem at this stage for the reform of China's post-graduate professional degree Master of Education provide the basis for training model. Part V, Master of Education at home and abroad and the development of education in post-graduate professional degree of common experience and the lack of work for post-graduate professional degree Master of Education and vocational training application features for our existing post-graduate professional degree Master of Education training model reform proposals put forward by a few points.
论文共分为五部分：第一部分为引言,介绍本研究的背景、意义和研究现状以及研究思路和方法,界定相关概念。第二部分,对教育硕士专业学位含义及发展历史进行阐述并探讨了我国教育硕士专业学位的发展历程。第三部分,对教育硕士专业研究生培养模式的构成要素进行分析与探讨,并将其与教育学硕士培养模式的相关因素进行对比分析,突出教育硕士专业学位研究生培养模式的特点。第四部分,结合对实际工作的分析,指出教育硕士专业学位研究生培养模式在现阶段的主要问题所在,为改革我国教育硕士专业学位研究生培养模式提供依据。第五部分,结合国内外教育硕士专业学位研究生教育发展的共同经验以及现实工作中的不足,针对教育硕士专业学位研究生培养应用性与职业性的特点,为我国现有的教育硕士专业学位研究生培养模式提出的几点改革建议。
As China's Master-scale expanding post-graduate professional degree in education to flourish as one of the professional Master of Education degree has been a rapid development. However, due to the creation of Master of Education in China only a decade, despite encouraging results, but not mature enough as a result of theoretical study, by the traditional academic-based training model places deeply affected at this stage of our post-graduate professional degree Master of Education Training Model there still exist. In this study, according to China's educational training of graduate students Master of the practical problems that exist in the use of literature, history, law, comparative law and other methods of China's educational training of graduate students Master of the elements of pattern analysis to highlight the relevance of professional degree Master of Education with the principle of occupational reform proposals with a view to improving China's post-graduate professional degree Master of Education training model.
Thesis is divided into five parts:the first part to the introduction on the background of this study, significance and research and research ideas and methods, defining the relevant concept. The second part, through the Master's degree in education and development of the meaning of history and of our Master of Education degree of the development process, sum up the development of Master of Education degree in the history of professional experience and general laws, drawing on previous experience, in-depth study to lay the basis. Third part of the professional post-graduate master's degree in education training model to analyze the constituent elements and to explore and master's degree in education training model and the related factors were analyzed to highlight the professional Master of Education degree the characteristics of post-graduate training model. PartⅣ, combined with an analysis of the practical work, pointing out that post-graduate professional degree Master of Education in the training mode where the main problem at this stage for the reform of China's post-graduate professional degree Master of Education provide the basis for training model. Part V, Master of Education at home and abroad and the development of education in post-graduate professional degree of common experience and the lack of work for post-graduate professional degree Master of Education and vocational training application features for our existing post-graduate professional degree Master of Education training model reform proposals put forward by a few points.
引文
[1]《中国教育改革和发展纲要》http://tour.ujn.edu.cn/display.asp?id=391,2009-3-15,16:00.
[2]叶引娇.我国教育硕士专业学位教育研究[D]:[学位论文]金华：浙江师范大学,2006.
[3]吴苏芳.我国硕士研究生培养模式研究[D].南昌：江西师范大学,2007.
[4]《专业学位设置审批暂行办法》http://www.moe.edu.cn/edoas/website18/level3.jsp?tablename =606&infoid=12868,2009-3-10,16:00.
[5]《关于设置和试办教育硕士专业学位的报告》http://www.moe.edu.cn/edoas/websitel 8/51/ info4351.htm,2009-3-15,17:20.
[6]http://baike.baidu.com/view/2174446.htm,2009-3-15,17:00.
[7]胡玲琳.我国高校研究生培养模式研究[D]：[学位论文]上海：华东师范大学教育学系,2004.
[8]裴娣娜：《教育研究方法导论》,安徽教育出版社1995年版,P136.
[9]http://baike.baidu.com/view/8943.htm,2009-3-17,13:40.
[10]中国教育大系.历代教育制度考(下)[M].湖北教育出版社,1994：2321.
[11]教育硕士专业学位教育基本概况http://blog.5d.cn/user46/wudizhanshi/200803/474572.html,2009-3-5,16：00.
[12]时花玲.教育硕士专业学位研究生教学质量保证体系研究[D].上海：华东师范大学,2008.
[13]http://www.edu.cn/zhuan_ye_864/20060323/t20060323_111675.shtml,2009-3-12,14:00.
[14]专业学位设置审批暂行办法http://www.moe.edu.cn/edoas/website18/level3.jsp?tablename=606&i nfoid=12868,2009-2-15,15:30.
[15]重庆师范大学制定教育硕士专业学位培养方案的基本要求(试行)www.graduate.cqnu.edu.cn/im ages/10637/,2009-4-5,21:10.
[16]南京师范大学教育技术学专业教育硕士研究生培养方案,http://hi.baidu.com/aspzhou/blog/item/1 40e0e7ad1fa09ef2e73b303.html,2009-4-5,21:20.
[17]浙江师范大学教育硕士培养方案——学科教学(数学),http://www.ezkaoyan.com/publisher/guide /200647105628.htm,2009-4-5,21:45.
[18]山东师范大学关于修订教育硕士专业学位培养方案的基本要求http://www.yjs.sdnu.edu.cn/Article/ UploadFiles/200703/20070327094240143.doc,2009-4-5,20:45.
[19]http://baike.baidu.com/view/3725.htm,2009-2-10,13:00.
[20]路萍.我国硕士研究生培养模式研究[D].武汉：武汉理工大学,2006.
[21]国务院学位委员会.关于申请新增专业学位研究生培养单位的通知,学位[[2003]18号.教育硕士专业学位建设的理论与实践[M].北京：人民教育出版社,2007.
[22]福建师范大学教育硕士专业学位(学科教学·思想政治教育)培养方案
[23][美]伯顿·克拉克著,王承绪译.研究生教育的科学研究基础[M].杭州：浙江教育出版社,2001.
[24]刘晖,等.中国研究生教育和学位制度[M].北京：教育科学出版社,1988.
[25]李盛兵.研究生教育模式嬗变[M].北京：教育科学出版社,1997.
[26]薛天祥.研究生教育学[M].桂林：广西师范大学出版社,2001.
[27]周洪宇.学位与研究生教育史[M].北京：高等教育出版社,.2004.
[28]陈杰.专业学位硕士研究生教育及其衍生策略研究[D].上海：华东师范大,2005.
[29]陈丽.硕士研究生培养模式改革的研究[D].武汉：华中科技大学,,2006.
[30]陈丽萍.我国专业学位研究生教育的系统考察[D].桂林：广西师范大学.2005.
[31]范微微.中、美教育教育硕士培养的比较研究[D].长春：东北师范大学,2008.
[32]胡玲琳.我国高校研究生培养模式研究[D].上海：华东师范大学教育学系,2004.
[33]孙永兴.教育硕士专业学位质量保障研究[D].曲阜：广州师范大学,2004.
[34]颜建军.我国研究生培养模式的变革研究[D].长沙：湖南师范大学,2005.
[35]杨玉霞.研究生培养模式研究[D].武汉：华中师范大学,2007.
[36]余云珠.教育硕士专业学位培养的历史、现状与问题研究[D].福州：福建师范大学,2007.
[37]张海英.我国专业学位教育发展策略研究[D].天津：天津大学,2006.
[38]曹静,黄正泉.中美硕士研究生培养模式系统比较[J].理工高教研究.2005(8).
[39]顾明远.以科学发展观为指导稳步推进教育硕士专业学位试点工作[J].学位与研究生教育,,2006(5).
[40]胡玲琳等.学术性学位与专业学位研究生培养模式的现状调查及对策[J].教育发展研究,2005(10).
[41]刘会胜等.专业学位发展根源与动因探析[J].现代教育科学,2006(5)
[42]眭依凡.研究生教育的基本规律研究[J].南昌大学学报,1999(1).
[43]吴启迪.抓住机遇,深化改革,提高质量,积极促进专业学位教育较快发展[J].学位与研究生教育,2006(5).
[44]王永盛.中美硕士研究生教育发展状况比较研究[J].比较教育研究,2000(3).
[45]杨启亮.教育硕士专业学位研究生教育的课程设计理念[J].学位与研究生教育,2000(2).
[2]叶引娇.我国教育硕士专业学位教育研究[D]:[学位论文]金华：浙江师范大学,2006.
[3]吴苏芳.我国硕士研究生培养模式研究[D].南昌：江西师范大学,2007.
[4]《专业学位设置审批暂行办法》http://www.moe.edu.cn/edoas/website18/level3.jsp?tablename =606&infoid=12868,2009-3-10,16:00.
[5]《关于设置和试办教育硕士专业学位的报告》http://www.moe.edu.cn/edoas/websitel 8/51/ info4351.htm,2009-3-15,17:20.
[6]http://baike.baidu.com/view/2174446.htm,2009-3-15,17:00.
[7]胡玲琳.我国高校研究生培养模式研究[D]：[学位论文]上海：华东师范大学教育学系,2004.
[8]裴娣娜：《教育研究方法导论》,安徽教育出版社1995年版,P136.
[9]http://baike.baidu.com/view/8943.htm,2009-3-17,13:40.
[10]中国教育大系.历代教育制度考(下)[M].湖北教育出版社,1994：2321.
[11]教育硕士专业学位教育基本概况http://blog.5d.cn/user46/wudizhanshi/200803/474572.html,2009-3-5,16：00.
[12]时花玲.教育硕士专业学位研究生教学质量保证体系研究[D].上海：华东师范大学,2008.
[13]http://www.edu.cn/zhuan_ye_864/20060323/t20060323_111675.shtml,2009-3-12,14:00.
[14]专业学位设置审批暂行办法http://www.moe.edu.cn/edoas/website18/level3.jsp?tablename=606&i nfoid=12868,2009-2-15,15:30.
[15]重庆师范大学制定教育硕士专业学位培养方案的基本要求(试行)www.graduate.cqnu.edu.cn/im ages/10637/,2009-4-5,21:10.
[16]南京师范大学教育技术学专业教育硕士研究生培养方案,http://hi.baidu.com/aspzhou/blog/item/1 40e0e7ad1fa09ef2e73b303.html,2009-4-5,21:20.
[17]浙江师范大学教育硕士培养方案——学科教学(数学),http://www.ezkaoyan.com/publisher/guide /200647105628.htm,2009-4-5,21:45.
[18]山东师范大学关于修订教育硕士专业学位培养方案的基本要求http://www.yjs.sdnu.edu.cn/Article/ UploadFiles/200703/20070327094240143.doc,2009-4-5,20:45.
[19]http://baike.baidu.com/view/3725.htm,2009-2-10,13:00.
[20]路萍.我国硕士研究生培养模式研究[D].武汉：武汉理工大学,2006.
[21]国务院学位委员会.关于申请新增专业学位研究生培养单位的通知,学位[[2003]18号.教育硕士专业学位建设的理论与实践[M].北京：人民教育出版社,2007.
[22]福建师范大学教育硕士专业学位(学科教学·思想政治教育)培养方案
[23][美]伯顿·克拉克著,王承绪译.研究生教育的科学研究基础[M].杭州：浙江教育出版社,2001.
[24]刘晖,等.中国研究生教育和学位制度[M].北京：教育科学出版社,1988.
[25]李盛兵.研究生教育模式嬗变[M].北京：教育科学出版社,1997.
[26]薛天祥.研究生教育学[M].桂林：广西师范大学出版社,2001.
[27]周洪宇.学位与研究生教育史[M].北京：高等教育出版社,.2004.
[28]陈杰.专业学位硕士研究生教育及其衍生策略研究[D].上海：华东师范大,2005.
[29]陈丽.硕士研究生培养模式改革的研究[D].武汉：华中科技大学,,2006.
[30]陈丽萍.我国专业学位研究生教育的系统考察[D].桂林：广西师范大学.2005.
[31]范微微.中、美教育教育硕士培养的比较研究[D].长春：东北师范大学,2008.
[32]胡玲琳.我国高校研究生培养模式研究[D].上海：华东师范大学教育学系,2004.
[33]孙永兴.教育硕士专业学位质量保障研究[D].曲阜：广州师范大学,2004.
[34]颜建军.我国研究生培养模式的变革研究[D].长沙：湖南师范大学,2005.
[35]杨玉霞.研究生培养模式研究[D].武汉：华中师范大学,2007.
[36]余云珠.教育硕士专业学位培养的历史、现状与问题研究[D].福州：福建师范大学,2007.
[37]张海英.我国专业学位教育发展策略研究[D].天津：天津大学,2006.
[38]曹静,黄正泉.中美硕士研究生培养模式系统比较[J].理工高教研究.2005(8).
[39]顾明远.以科学发展观为指导稳步推进教育硕士专业学位试点工作[J].学位与研究生教育,,2006(5).
[40]胡玲琳等.学术性学位与专业学位研究生培养模式的现状调查及对策[J].教育发展研究,2005(10).
[41]刘会胜等.专业学位发展根源与动因探析[J].现代教育科学,2006(5)
[42]眭依凡.研究生教育的基本规律研究[J].南昌大学学报,1999(1).
[43]吴启迪.抓住机遇,深化改革,提高质量,积极促进专业学位教育较快发展[J].学位与研究生教育,2006(5).
[44]王永盛.中美硕士研究生教育发展状况比较研究[J].比较教育研究,2000(3).
[45]杨启亮.教育硕士专业学位研究生教育的课程设计理念[J].学位与研究生教育,2000(2).