Research On Reflection Practice Of Full-time Education Master

Full-time education master's degree graduate student education is the highest level of teachers' pre-service education,and it shoulders the important mission and responsibility of cultivating an expert-like and research-oriented teachers for basic education. Traditional education mode of the master exits bottleneck problems just like the divorce between theory study and professional practice;the divorce between course teaching and basic education; the shortcoming of the practice ability training system and mechanism. In order to improve education quality and solve bottleneck problems of the full-time education master,Northeast Normal University carried out the "Through integration" education practice reform:the master learn courses at least 3 days a week in university and go for education practice combining with courses in middle school for 2 days to promote the integration of theory with practice and improvement.International teacher education research and practice experience shows that reflection is important method and means to realize the integration of theory and practice and is also an effective path to promote teachers' professional development and growth.Based on this,Northeast Normal University asks the full-time master of education to write a reflection at least once a week,which doesn't be limited. It can be about course learning and education concept,education theoretical problems and the development of education and reform,education theory and education practice of school management,education teaching skills and methods and so on. Specific empirical research is needed for what the status of these reflection is,whether to deepen understanding of the nature of education,whether to promote the integration of theory and practice,whether to enhance their understanding of the education teaching practice,whether to promote the improvement of education practice ability and self development ability,which aspect needs tor improve.This research adopts the research methods of text analysis with stratified random sampling.The samples are 20 full-time master of education,in which 5 randomly selected for each discipline. They are among 117 full-time master of education from Northeast Normal University participating in the education practice reform of four disciplines (geography, English,math,chemistry).Analysis for the content of education practice in a semester,including the research content and focus of their reflection,the level and type of reflect and the development status of their reflection to provide a basis for improving and perfecting the education practice activities.The results showed that:1. The master of education has a certain consciousness and ability of education practice reflection,and they can carry out a certain degree of reflection on education practice.2. The content and focus of education reflect is relatively broad,mainly can be divided into seven aspects of reflection,namely the new curriculum reform and implementation,work of teacher in charge,relationship between teachers and students, students' development,education teaching process and method,teacher's occupation, self-growth and education practice curriculum.3. Seeing from the number of reflection events,the reflection about technical problems is more than macro development and basic problems of education and education theory.4. Master of education is mainly from the perspective of their own experience to comprehend and reflect the problems of the education,not from theory and criticism.5. Master of education in two and a half before and after the period of,in the absence of reflective description and based on the theory of reflection on technical aspects have certain differences,there is no essential difference in other types of reflection.