Research On The Curriculum Construction Of The Education Master

With the development of the Education Master, its quality issue has attracted more and more attention. The research focuses on the designing and setup of the curriculum, which provides us an opportunity to think about this issue deeply and comprehensively.In this study, the researcher carried out a survey to investigate the current status of the curriculum construction and tried to figure out its problems. In the survey, Ed.M. students of Year 2004 and Year 2005 in East China Normal University and Shanghai Normal University were asked to fill in a specially designed questionnaire with regard to the following aspects: the content selection of the curriculum, the organization of thecurriculum and the students' specialty development.An important consideration for the curriculum construction is the students' professional development. From the perspective of teacher's professional development, the current study analyzes the core requirements of Ed.M. students in different stages for professional development. The students who are on the competency building stage need to grasp the common pedagogy and the special pedagogy, so as to improve the teaching and class management skills, and to be able to deal with the classroom circumstances of myriads changes. The students who are on the enthusiastically growing stage need to enhance the research ability, and to develop the teaching creativity. The students who are on the career frustration stage need to confirm their career confidence, accelerate their abilities to diagnose and speculate the pedagogical problems and overcome depression.Based on the existing problems with Ed.M. Curriculum construction as well as the core requirements of students' professional development, the author of the current study suggested that in the selective courses for the students, three different curriculum models should be set up in accordance with three different developmental stages of the students: the model for competency building stage; the model for enthusiastically growing stage; and the model for career frustration stage, which could, in addition, be combined with the forms of lectures, action research, reflective practice, etc. to meet the core demands for students development, and continue to optimize the curriculum construction.