教育硕士培养的价值取向:内涵、表征与应用  

Value Orientation of Education Master Program: Connotation, Characterization and Application

作　　者：雷成耀[1] 张丽丰[1] LEI Cheng-yao;ZHANG Li-feng(Guizhou Normal University,Guiyang 550025,China)

机构地区：[1]贵州师范大学,贵州贵阳550025

出　　处：《黑龙江高教研究》2020年第5期106-110,共5页Heilongjiang Researches on Higher Education

基　　金：贵州省研究生教育教学改革重点课题“专业学位硕士研究生学位论文质量保障机制研究”(编号:黔教合YJSCXJH[2018]004);贵州省专业学位研究生课程案例库计划(编号:黔教合YJSCXJH[2018]084)。

摘　　要：厘清教育硕士培养的价值取向,是树立教育硕士正确培养导向的前提,是有效进行教育硕士质量评价的基础。教育专业学位的层次、类型和政策导向决定了教育硕士培养的双重价值取向,在培养过程中既有典型的"学术性"表征,又有典型的"实践性"表征。在教育硕士培养过程中须应用好两种价值取向,在师资队伍建设上依循两种价值取向,在教学过程中融合两种价值取向,在培养质量评价上统筹两种价值取向。Clarifying the value orientation of education master program is the prerequisite for the establishment of its training orientation and the basis for the effective evaluation of the program. Its level, type and policy orientation determine the dual value orientation of the program. In the training process, there are both typical "academic" and typical "practical" representations. Hence, these two value orientations should be applied in the training process;they should be followed in the construction of teaching staff, integrated in the teaching process and integrated in the evaluation of training quality.

关 键 词：教育硕士 学术性 实践性 价值取向 

分 类 号：G643.0[文化科学—高等教育学]