| In the period of deepening education reform to comprehensively improve the quality of education,a high-quality teaching team is the guarantee for improving the quality of education and promoting quality education in all aspects.The training of full-time master’s degree students in education should be directed towards the development requirements of building a "high-quality,professional and innovative teaching team",effectively improving the quality of classroom teaching and optimizing teaching methods." Teaching methods" as a sequence of purposeful activities are not limited to the use of a specific teaching method,but consist of a set of operational procedures for teaching and learning.The cultivation of full-time Master of Education is oriented by academic and professional talents.It is necessary to select teaching methods that can effectively enhance students ’ core literacy and professional ability.Project-based Learning(PBL)theory contains the characteristics of inquiry,situational,interdisciplinary integration and iterative reflection,which are consistent with the characteristics of full-time Master of Education teaching methods.Taking this as an entry point,combined with the current situation of the application of full-time Master of Education teaching methods,the optimization path of Master of Education teaching methods is constructed,which is helpful to solve the quality problem of Master of Education training.By analyzing the full-time Master of Education training scheme and PBL theory,it is found that there is a conceptual and practical fit between the PBL theory and the internal characteristics of the full-time Master of Education teaching method.Following the institutional regulations of the full-time Master of Education degree,its teaching methods must meet the requirements of the integration of learning and research,the cultivation of educational practice,the generation of subject teaching knowledge,the cultivation of comprehensive literacy,and the realization of the generative development of the Master of Education degree.The PBL theory focuses on the cultivation of students’ higher-order cognitive skills,learning in real-life professional situations,the integration of theory and practice and holistic development.In view of this,the theoretical framework of full-time Master of Education teaching methods from the perspective of PBL theory is built,and the three conceptual orientations of seeking to apply,collaborative inquiry and iterative improvement are clearly defined.In terms of the practical framework,the guidance of PBL theory on teaching methods is not exhaustive,but should be problem-specific.On the basis of the conceptual orientation of the PBL theory,the teaching method of full-time Master of Education should further clarify the boundary of theoretical guidance and practice,and clarify the optimization focus.A questionnaire survey and interviews with full-time primary education master’s students and their teachers at University of S on the use of teaching methods in the teaching process.And it was found that teachers have accumulated some experience in the use of teaching methods,however,there are still a variety of problems such as lack of driving problem chain design of in-depth theoretical research,the unfavorable understanding of the logic of educational practice led by lecture method,the marginal inefficient participation of group cooperative inquiry and the imperfect practical evaluation index in teaching evaluation.Based on the PBL theory,this article conducts a rational exploration,analyzes the causes of the problems,and tries to propose an optimized path for the teaching methods of full-time Master of Education,This is the optimization of the general teaching methods used in the full-time master of education class,rather than the optimization of the teaching methods used in the full-time master of education class by project-based learning,and the integration of the excellent elements of the project-based learning theory.In the case of integrating the excellent elements of PBL theory,this paper puts forward some optimization paths,including the design of situational driven problem chain,the integration of micro-topics with educational practice logic,the realization of group cooperation from the edge to the center,the support system of the dual integration of Unicom ’ s theory and practice,and the evaluation of scientific and achievement oriented discipline education. |
