Study On U-T-S Linkage Cultivation Mode Of Education Master

Master of Education is a way of education for talent cultivation of the high-level application-type teacher after graduating from undergraduate normal,which has gradually become an important part of primary and secondary school teachers training.Master of Education degree was established in 1996 in China,and it recruited full-time teachers and managers with the degree of undergraduate education and experience of working on grass-roots education for at least 3 years,and its purpose is to improve their application practice ability through the use of university education and teaching resources.In 2009,the enrollment of the Master of Education was expanded from the incumbent to the fresh graduates,forming a dual system of full-time schooling and non-full-time schooling pattern.With the intensify inclination of the enrollment policy,the number of pedagogy postgraduates has increased year by year.To a certain extent,it has become an important source of primary and secondary school teachers.The teaching,research and other application abilities of pedagogy postgraduates has been highly valued gradually by colleges and universities,primary and secondary schools and other educational institutions.At present,the training models of teachers education have been formed in China include U-S which works with schools and schools,as well as U-G-S which is coordinated by universities,government departments and primary and secondary schools.However,the results of the survey and interviews that were conducted for teachers(tutors)and managers from 10 universities,6 primary and secondary schools and 2 faculty training schools show the following problems: there is lack of smooth and effective among universities,government departments and primary and secondary schools;there is no unified assessment and evaluation method among the subjects;it is difficult to take into account the practical guidance while college tutor groups emphasison theoretical research;it is difficult to improve the practical ability of the graduates while primary and secondary school tutor groups are short of systematic guidance;training ability of postgraduates teaching is relatively weak,teaching and research ability is not strong and so on.So there is a certain difference from the training objectives of the Master of Education.Therefore,it is worth studying the theoretical and practical problem that how to improve the level of training on teaching and research and other important abilities of full-time education master.In order to improve the teaching and research ability of the Master of Education,"University-basic education training institutions-primary and secondary schools"(referred to as U-T-S)has been explored and implemented in the normal university joint local teacher training school(institution)and other basic education training institutions as a new model of co-cultivation of full-time education master since 2010.The model is based on the teacher training school(institution)as a practice platform for the Master of Education,with intervening among colleges and universities and primary and secondary schools,it introduces out-of-school instructors with high practice guidance level and provides places specialized in enhance teaching and research ability to cultivate the application ability for the Master of Education,moreover,practices in Education Master are integrated management which can promote the teaching and research application ability of the full-time education master to a certain extent.Compared to "colleges and universities-primary and secondary schools"(U-S)and "colleges and universities-government-primary and secondary schools"(referred to as U-G-S),the model makes full use of the advantage of the teacher training school(institution)which combines the basic education teaching and research,training function,business guidance,education,administration and other functions,and it also provide an effective platform for teaching practice,teaching and research for education masters through the integration of educational resources within the jurisdiction.However,certain problems exist in the U-T-S mode in the course of practice.First,the three parties ignore the heterogeneous resources,and integration efforts are low;Second,organizational boundaries among three parties is blur,and there are obstacles in interest demands and communication;Third,the cooperative organization organized by the three parties is not perfect,with unequal status,unreasonable role cognition and division of labor,imperfect and the evaluation mechanism;Fourth,the absence of coordination on the inside and outside mechanism of the three parties and the absence of internal management coordination mechanism.To improve the U-T-S model,foreign experience can be selectively referred,and the overall idea of the optimization development of existing model can be established from the theoretical basis and operational mechanism.In the countries who established the Master of Education degree earlier,such as the United States and Japan,they focus on the formation of the "resource sharing community cooperation mechanism" among multiple parties,"process training mechanism for the coordination of co-operation" and "mutual participation in the three-dimensional evaluation system" in the training of education master.These experiences have a certain reference value for China in improving U-T-S.From the theory of strategic cooperation,U-T-S joint training model should aim at forming a vertical strategic alliance based on the cooperation of universities,basic education training institutions and primary and secondary schools,with emphasizing the long-term stable relationship among the main parties,moreover,it should use its own resources to establish a cooperative training mechanism from the perspective of cultivating practical talents;based on the analysis of game theory,there are multi-party games among main parties the joint education of the Master of Education in view of strategic cooperation,therefore,the parties should focus on the overall interests of the parties,conscientiously fulfill the rights and obligations under the agreement to achieve a win-win cooperation game;from the synergy theory,the three parties,although relatively independent,but in the cooperative game,they should be open to each other,share their respective advantages of resources,mutual support,mutual coordination,and jointly improve the education level of the Mater of Education.Based on the above understanding,in the course of operation,the functions of main parties in the U-T-S mode should be divided into: colleges and universities should focus on training the overall education and scientific research quality of the Master of Education;Basic education training institutions focus on strengthening the teaching and research and other important abilities of the Master of Education with the combination of the practices in primary and secondary schools;primary and secondary schools to provide the main conditions for the education of graduate students to participate in teaching and research work practice.Groups that cultivate and manage the Master of Education in colleges and universities mainly involved in the development of training programs and construction management system;tutor group of university emphasis on improving the overall quality of academic research of graduate students;the teaching and research group of the training institutions mainly is responsible for the teaching and research and practice guide of the Master of Education,and coordinating the internshipand practice;primary and secondary school participants are mainly in-depth guidance of the Master of Education in their practical work.On the whole,the driving force of U-T-S mainly comes from four aspects: the academic power with strong strength,internship and participation in scientific research needs of graduate students,primary and secondary schools to optimize the team and the willingness of setting up a close cooperation with universities,training institutions on the pursuit of qualification and social influence;meanwhile,the "brake force" of the U-T-S operation is mainly the variety of security systems which are jointly agreed and followed by the parties.In view of the existing problems,combined with the theoretical analysis,focused on the goal of enhancing the level of training,and on the basis of drawing lessons from foreign experience,the optimal development of U-T-S joint cultivation model should be carried out from five aspects.First,optimize the resource development mechanism of the U-T-S joint cultivation model.To integrate heterogeneous resources and build a resource sharing platform through various means to achieve organic integration and deep integration of the three resources.Second,clear the U-T-S tripartite operation mechanism and detail U-T-S power source.Stimulate the cooperation driven of U-T-S joint cultivation model by the career-oriented internal spirit and win-win external interest.Third,establish a sound U-T-S joint cultivation system to strengthen its legitimizing identity.Fourth,build an new interchange and cooperation mechanism of industry-university-research cooperation and cultural blending;break the tripartite system barriers through the coordination of government departments,to establish a reasonable distribution of benefits of U-T-S long-term linkage training mechanism;clear terms of reference,the responsibility of U-T-S tripartite joint training in Master of Education,to establish an interactive,mutually beneficial,mutually beneficial tripartite collaborative institutional innovation mechanism.