Research On The Quality Improvement Of Full-time Master Of Education In Local Comprehensive Universities

As the national development strategy attaches importance to the development of teacher education and the cultivation of master of education in comprehensive universities,many local comprehensive universities have set up(teacher)education colleges to train full-time master of education.In recent years,the state has put forward higher requirements for the quality of postgraduate training,transiting from outward development to connotative development,and paying more attention to the improvement of the quality of training rather than simply focusing on quantitative growth.Therefore,investigating the current situation of full-time master of education training quality in local comprehensive universities is not only conducive to improving its training quality,but also can provide reference for other types of universities.The questionnaire contains four dimensions: quality of student source,mentorship,training resources and practical ability.The study found that the full-time M.Ed.training situation at University of N was generally good,and the mean values of the dimensions were,in descending order,mentorship,quality of students,practical ability and training resources.There is a significant difference in the development of practical skills with or without experience of teaching in schools prior to entry.The three dimensions of quality of student source,mentorship and training resources have a significant positive effect on the development of practical skills.After analysis,the main problems in the cultivation of full-time master’s degree in education at N University include: the problem of a large proportion of cross-candidates in the quality of student sources;the problem of poor communication between supervisors and tutors,and the lack of supervisory power of external tutors;the problem of insufficient teaching skills courses,insufficient professional courses and poor employment information in the cultivation of resources;and the problem of practical courses in the cultivation of practical ability.In terms of practical skills training,there are problems such as practical courses being formal and limited conditions of practical units.On this basis,this study proposes to improve the quality of full-time M.Ed.training in the following five aspects,taking into account the realistic needs of full-time M.Ed.training: firstly,the comprehensive and academic advantages should be highlighted in the training objectives;secondly,the teacher skills courses should be emphasized to cultivate full-time M.Ed.teachers;thirdly,the construction of practice bases should be strengthened and the practice management system should be improved;fourthly,the internal drive for learning should be stimulated and the independent learning ability should be improved;fifthly,the employment guidance should be strengthened and the employment service system should be improved.