基于学术性与职业性统一的全日制教育硕士培养摭谈——以学科教学(历史)为例  

A Brief Discussion on the Academic and Vocational Integration-based Cultivation of Full-time Masters of Education:With Subject Teaching (History) as an Example

作　　者：曹华清 张艳[1] CAO Huaqing;ZHANG Yan(College of Teacher Education,Southwest University,Chongqing 400715,China)

机构地区：[1]西南大学教师教育学院,重庆400715

出　　处：《研究生教育研究》2024年第1期103-109,共7页Journal of Graduate Education

摘　　要：根据《专业学位研究生教育发展方案(2020—2025)》提出的“职业性与学术性高度统一”培养要求,教育硕士培养需兼顾教师本体知识、条件知识和实践知识,让培养对象能够将研究建立在实践之上、将实践提升到研究水平。审视近五年学科教学(历史)硕士学位论文选题,确实彰显了研究与实践的有机统一关系,然而,学位论文选题并不能完全反映培养的实际情况。在现实的培养过程中,遇到了教育硕士生源基础多元多样与培养时间捉襟见肘的双重挑战。基于此,导师需要兼顾学术研究与实践取向,在培养全过程中探寻应对挑战之道。In accordance with the training requirements of “high-degree unity professionally and academically” stipulated in the Professional Degree Postgraduate Education Development Program(2020-2025),the authors suggest that we should take into account the teachers' ontological knowledge,conditional knowledge and practical knowledge when we train masters of education,so that the postgraduates to be trained can base their research on practice and put practice into research.After reviewing the dissertation topics selected by postgraduates on subject teaching(history) in the past five years,this study finds the organic unity of research and practice is indeed obvious.However,the dissertation topics selected cannot fully reflect the actual situation of the training.In the actual training process,we have encountered two challenges:one is the different education backgrounds of the postgraduates majoring in education,and the other is the limited training time.Based on this,the authors suggest that supervisors should give consideration to both academic research and practice orientations,and explore countermeasures to cope with the challenges during the whole process of the training practice.

关 键 词：教育硕士 学术研究能力 实践能力 培养 

分 类 号：G643[文化科学—高等教育学]