Research On Curriculum Setting And Implementation Of M.Ed.in Subject Teaching(History) Under Interdisciplinary Background

In the context of the current interdisciplinary background,compound teachers with knowledge and thinking methods in different professional fields are receiving more and more attention at the national level.In the “Plan to Strengthen Basic Education Teacher Force”,it is proposed to actively promote pilot programs to cultivating high school teachers at the master’s level.As an important carrier and means to achieve the goal of compound teacher cultivating in pre-service education,curriculum directly affects the quality and effect of talent cultivating.On the basis of defining the connotation of main concepts such as “one specialty with multiple skills” “compound teachers” “curriculum setting and implementation”“interdisciplinary and professional integration”,this research takes teacher specialization,multiple intelligence theory,and curriculum values as the theoretical basis,discussing the necessity of training composite history teachers in middle schools from three aspects: new college entrance examination,new curriculum standards and teacher professional development,clarifying the quality dimension of compound teachers.This paper uses the literature research method to sort out the literature on compound teachers,the curriculum setting and implementation of Master of Education and the current form of cultivating interdisciplinary middle school history teachers.Using the text analysis method to compare,analyze and summarize the training programs of the M.Ed.in Subject Teaching(History)in seven universities,take one of the universities as the object of case study,use the interview method to conduct an interview with the students and graduates of M.Ed.in Subject Teaching(History)(hereinafter referred to as Master of History Education),and use observation method to observe the teaching process of some courses to collect the required information.It is found that the current curriculum setting and implementation of the Master of History Education are still difficult to meet the requirements of cultivating compound middle school history teachers.The structural ratio is unbalanced;the cross-integration of curriculum content is not strong;the curriculum implementation is “de-contextualized” and the teaching method is single;there is a lack of interdisciplinary teachers and practical teachers in the teaching staff;the course evaluation focuses on results and has a single dimension.The main reasons for these problems are: the restriction of single-discipline thinking in the recruitment of teachers at the social level,the lack of interdisciplinary training conditions at the school level,the lack of interdisciplinary teaching quality at the teacher level,and the lack of comprehensive development awareness at the student level.In view of the problems arising in the current design and implementation of the Masters Degree in History Education,this study proposes corresponding solutions from the following three dimensions.First,ideologically it is necessary to innovate the education concept of main subjects and create an interdisciplinary atmosphere;Second,institutionally,national policy guidance should be strengthened and a multi-party coordination mechanism should be established;The third is to build a compound master’s curriculum program of history education in practice,and put forward relevant implementation suggestions for the cultivation of compound teachers.