本文選題：全日制教育碩士 + 現(xiàn)代教育技術專業(yè)��； 參考：《山東師范大學》2013年碩士論文

【摘要】：為了適應我國教育建設和發(fā)展的需要，多渠道培養(yǎng)高層次的職業(yè)型和應用型專門人才，1996年國務院學位委員會通過決議開始設置教育碩士專業(yè)學位，并于1997年開始招生試點工作，這為中小學信息技術學科教師取得碩士研究生學位提供了一個平臺。為了更好地促進國家經濟建設和社會發(fā)展對高層次應用型人才的迫切需要，積極開展具有中國特色的專業(yè)學位教育，教育部決定自2009年起，擴大其招收范圍，開始招收應屆本科畢業(yè)生，開展全日制教育碩士專業(yè)學位研究生教育。全日制教育碩士學位的設置開創(chuàng)了中小學教師培養(yǎng)的新模式，其培養(yǎng)目標為高水平職業(yè)型和應用型的中小學教師，它明確的專業(yè)性和定向性要求培養(yǎng)過程中高度重視實踐教學能力，采取大學和中小學導師聯(lián)合的培養(yǎng)模式。 教育碩士專業(yè)學位作為專業(yè)學位的分支，其發(fā)展只有短短十余年，而從2009年全日制教育碩士真正進入公眾視野，各方面仍處于摸索階段，尚存在一些問題。比如在課程體系設置取向方面還比較模糊，，是一個亟待解決的問題。因此，關于全日制教育碩士現(xiàn)代教育技術專業(yè)學位的選題具有一定的理論價值和現(xiàn)實意義。 課程設置作為人才培養(yǎng)的核心環(huán)節(jié)，對人才培養(yǎng)的質量起著至關重要的作用，本研究擬從課程體系設置的角度對現(xiàn)代教育技術專業(yè)全日制教育碩士研究生的培養(yǎng)進行探索，這對促進他們的職前教師專業(yè)化發(fā)展有著重要的作用。研究的問題如下：1、中小學信息技術學科教師的教學能力有哪些。2、現(xiàn)代教育技術專業(yè)全日制教育碩士現(xiàn)有課程體系如何。3、根據中小學信息技術學科教師教學能力結構表及對現(xiàn)有課程體系的分析，總結得出本研究的主要內容，即現(xiàn)代教育技術專業(yè)全日制教育碩士的課程體系設置。 本文首先是量表的開發(fā)，通過文獻研究、專家訪談等方法，最終得出中小學信息技術學科教師教學能力結構初始量表；在此基礎上，又與中小學信息技術學科教師座談，以期對教學能力調查表作進一步的修改，得出最終量表；然后再對現(xiàn)代教育技術專業(yè)全日制教育碩士研究生進行問卷調查，針對調查結果找到他們目前欠缺的教學能力以及課程開設中的不足，從課程結構與內容、課程實施和課程評價三個方面探討現(xiàn)代教育技術專業(yè)全日制教育碩士的課程體系設置問題。 在本文中提到，現(xiàn)代教育技術專業(yè)全日制教育碩士的課程需要注重實踐取向，課程教學需要注重理論聯(lián)系實際，注重臨床教學和模擬教學，注重培養(yǎng)單位和校外實踐基地的有效結合等，由此，現(xiàn)代教育技術專業(yè)全日制教育碩士的課程結構與內容、課程實施、課程評價時，要強調職業(yè)實踐性，重視教學實踐，建立實踐基地，推行教育實習制度化等，為他們以后的教育教學工作提供幫助，使其能夠在實際的教學中“游刃有余”。
[Abstract]:In order to meet the needs of educational construction and development in our country and train high-level professional and applied professionals through various channels, in 1996, the State Council academic degrees Committee adopted a resolution to set up a master's degree in education, and began to recruit students on a pilot basis in 1997. This provides a platform for IT teachers in primary and secondary schools to obtain master's degree. In order to better promote national economic construction and social development, the Ministry of Education has decided to expand the scope of recruitment from 2009 onwards, in order to promote the urgent needs of high-level applied talents and actively carry out professional degree education with Chinese characteristics. Start to recruit new undergraduate graduates, carry out full-time education master's degree graduate education. The establishment of the full-time master's degree in education has created a new model for the training of primary and secondary school teachers, with the aim of training high level vocational and applied primary and secondary school teachers. Its definite specialty and orientation require that the practical teaching ability be highly valued in the course of cultivation, and adopt the joint training mode of university and primary and middle school tutors. As a branch of professional degree, the professional degree of education master has only developed for more than ten years. However, from 2009 to 2009, the full-time master of education really entered the public field of vision, all aspects are still in the groping stage, and there are still some problems. For example, the orientation of curriculum system is still relatively vague, is a problem to be solved. Therefore, it has certain theoretical value and practical significance to select the topic of full-time education master's degree in modern education technology. As the core link of talent training, curriculum design plays an important role in the quality of talent training. This study intends to explore the cultivation of full-time graduate students in modern education technology from the perspective of curriculum system. This plays an important role in promoting the professional development of their pre-service teachers. The research questions are as follows: 1, what are the teaching abilities of IT teachers in primary and secondary schools, and what is the existing curriculum system of full-time masters of education in modern educational technology, according to the teaching ability of IT teachers in primary and secondary schools? Structure and analysis of the existing curriculum system, The main content of this study is the curriculum system of full-time education master of modern education technology. The first part of this paper is the development of the scale. Through the methods of literature research and expert interview, the initial scale of teaching ability structure of information technology teachers in primary and secondary schools is obtained, and on this basis, it is discussed with the teachers of information technology in primary and secondary schools. With a view to further revision of the questionnaire on teaching ability, the final scale can be obtained; then, the questionnaire survey will be conducted on full-time graduate students majoring in modern education technology. According to the results of the investigation, we find out that they lack the teaching ability and the deficiency in the course offering at present, from the curriculum structure and content, This paper probes into the curriculum system of full-time master of education in modern education technology from three aspects of curriculum implementation and curriculum evaluation. In this paper, it is mentioned that the courses of full-time education masters in modern educational technology need to pay attention to the orientation of practice, to the integration of theory with practice, to clinical teaching and simulated teaching. Emphasis should be placed on the effective combination of training units and off-campus practice bases. Therefore, the curriculum structure and content, curriculum implementation and curriculum evaluation of full-time education masters in modern educational technology should be emphasized in terms of vocational practice and teaching practice. The establishment of practical bases and the institutionalization of educational practice can help them in their later teaching work and enable them to "have a good job" in practical teaching.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：G643.2;G40-057

【參考文獻】

相關期刊論文 前10條

1 倪受文;;教育碩士課程設置現(xiàn)存問題研究[J];成都教育學院學報;2006年12期

2 盧強;;基于e-portfolio高校實踐性課程評價模式的重構[J];中國遠程教育;2010年03期

3 徐福蔭;教育碩士專業(yè)學位現(xiàn)代教育技術專業(yè)方向培養(yǎng)方案與專業(yè)必修課程標準[J];電化教育研究;2002年12期

4 張翠英;羅偉;;真實性評價在職校學生評價中的應用[J];廣西輕工業(yè);2010年03期

5 田屏;;中小學信息技術教師專業(yè)能力淺析[J];黑龍江科技信息;2010年25期

6 唐芬芬;淺析教師教育研究能力的建構[J];教書育人;2001年24期

7 馬云鵬;課程實施及其在課程改革中的作用[J];課程.教材.教法;2001年09期

8 施莉;研究型教師的能力構成及其培養(yǎng)[J];寧波大學學報(教育科學版);2001年05期

9 鄭珠;侯友;;淺議中小學信息技術教師能力要求[J];內蒙古師范大學學報(教育科學版);2007年06期

10 朱新根;;論教育碩士課程設置及其建設[J];清華大學教育研究;2006年04期

相關碩士學位論文 前9條

1 賀中元;美國教育碩士課程研究[D];湖南師范大學;2006年

2 楚良勛;教育碩士培養(yǎng)資源優(yōu)化研究[D];曲阜師范大學;2008年

3 劉文曦;美國教育碩士培養(yǎng)模式研究[D];河南大學;2009年

4 劉佳;教育碩士培養(yǎng)效果研究[D];湖南師范大學;2009年

5 盧丹丹;面向小學教師的教育碩士課程設置研究[D];東北師范大學;2009年

6 梁曉風;我國教育碩士專業(yè)學位課程體系研究[D];上海師范大學;2010年

7 馮都樂;全日制英語教育碩士職前專業(yè)化發(fā)展與專業(yè)認同研究[D];首都師范大學;2012年

8 徐燕敏;全日制教育碩士課程設置研究[D];華中師范大學;2012年

9 郭敏娟;職業(yè)技術教育學碩士研究生課程設置研究[D];湖南農業(yè)大學;2012年

本文編號：1904888