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英国教育硕士专业学位教育:现状、特色与经验 总被引：1，自引：0，他引：1
周世厚 《学位与研究生教育》2009,(9):63-68
从学位设置、培养目标、入学标准与考核方式、专业方向、培养方式、课程设置、毕业论文、指导教师等方面,介绍了英国的教育硕士专业学位教育的现状并分析了其特色与经验,对改善我国的教育硕士专业学位教育具有一定的启示意义. 相似文献
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闫飞龙 《学位与研究生教育》2012,(3):73-77
在考察日本教育硕士研究生院发展历程的的基础上,研究了其评价制度和评价标准,探讨了评价标准的特点,并结合我国教育硕士专业学位研究生教育评价的实际,提出了建立与完善我国教育专业学位研究生教育的专门性评价制度、选择与制定以"实践性教育"为主的评价标准体系的政策建议。 相似文献
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周晓华 《兰州教育学院学报》2015,(5):66-68
美国作为教育硕士专业学位教育设置较早和发展较快的国家,在教育硕士培养方面具有许多值得借鉴之处。本文主要从美国教育硕士培养与职业资格相衔接这一视角,分析了美国教育硕士专业学位教育与教师资格有效衔接的方式,包括与教师资格证书挂钩、开设证书课程、设置职业资格证书办公室、依据行业认证标准改革培养方案等等,以期为我国教育硕士专业学位教育的进一步发展提供借鉴。 相似文献
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专业学位教育硕士教学质量监控的难点及对策研究 总被引：1，自引：0，他引：1
随着高等教育的逐步深化,高等学校本专科教育教学质量监控系统的构建日趋成熟与较好地实施,各高校研究生教育培养管理单位制定和建立的教学质量监控体系应运而生。由于专业学位教育硕士研究生培养的特点,专业学位教育硕士研究生教学质量监控体系在运行中有一定的困难。本文通过对当前我国专业学位硕士研究生教学质量监控体系运行现状的分析,总结出其教学质量监控的难点,最后提出构建专业学位教育硕士研究生教学质量监控的相应对策。 相似文献
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文章从内蒙古自治区全日制硕士专业学位研究生教育现状入手,找出其在发展中存在的问题.在教育质量评价主体中引入博弈论思想,理清各自权责,构建政府、高校、社会中介机构、学生四方面评价主体博弈的策略,为内蒙古自治区内全日制硕士专业学位研究生教育质量评价提供思路,达到提高全日制硕士专业学位研究生教育质量的目的. 相似文献
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专业学位研究生教育主要是通过系统、高级别的专业教育,在其掌握专业理论知识的基础上,培养其从事某应用性专业技术的能力。由于我国的专业学位研究生教育发展时间不长,以及其它一些主客观因素,目前其存在的问题很多,对其的发展有一定消极影响。通过对国内外专业硕士培养模式总结与分析,从明确培养目标,改进招生考核方式;构建以市场为向导的专业模式;改进教育模式;建立合作培养基地等四个方面进行改革创新研究。 相似文献
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《Quest (Human Kinetics)》2012,64(4):398-415
ABSTRACTPhysical education teacher education programs have a responsibility to prepare preservice teachers in the technical aspects of teaching while also preparing them for the sociopolitical realities of teaching a marginalized subject. There is also a need for inservice teachers to engage in continuing professional development related to socialization and school sociopolitics to build upon lessons learned during initial teacher education. In the United States, one such professional development opportunity is reflected in master’s degree programs. These programs are typically guided by the National Association for Sport and Physical Education advanced standards for physical education teacher education. However, these standards do not currently have any reference to socialization or sociopolitical learning. The purpose of this article is to propose that an additional standard focusing on sociopolitical skills and teacher socialization be added to the National Association for Sport and Physical Education advanced standards for U.S.-based post-licensure master’s degree programs. 相似文献
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简要回顾法国专业学位教育的发展历史和现状,总结法国专业学位教育的特征及其对我国专业学位教育发展的启示,提出加快我国专业学位研究生发展的一些对策建议。 相似文献
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This article examines the ways in which the development of alternative initial teacher education programs in England and Canada
over the last two decades serve to challenge some of the taken-for-granted assumptions underlying established models of initial
teacher education in both jurisdictions, and also to broaden the pool of people who have access to the profession. The article
offers a brief, initial account of the development of a standard model of initial teacher education in both countries that
is characterized as being: university governed and university based; primarily full-time; incorporating a standard curriculum,
with admission requirements that generally reflect the traditional academic expectations of the university; and which is funded
jointly by the student and the state. Against this standard model the article examines the development of alternative or flexible
models in both Canada and England. Three programs are described in some detail – The Brandon University Northern Teacher Education
Program, The University of Manitoba’s Weekend College Teacher Education Program, and The University of Nottingham’s Flexible,
Modularized Post-Graduate Certificate in Education Program – and each is examined in terms of the ways in which it challenges
the assumptions embedded in traditional teacher education programs. At a time when attracting talented and committed teachers
constitutes an important issue facing public education systems in both countries, the ability to construct high quality initial
teacher education programs that can provide access to the profession to as wide a cross-section of the population as possible
will be an important contribution to meeting this challenge. 相似文献
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英国的研究生教育历史悠久,硕士研究生教育分为课程硕士教育和研究型硕士教育两种,其中课程硕士研究生教育具有的特质对我国硕士研究生的培养有着很大的启示。本文从招生制度、培养模式、培养目标及考核方式几方面分析英国课程硕士研究生教育的特质,并总结对我国硕士研究生教育的启示。 相似文献
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Viva voce is the Latin expression traditionally used to refer to doctoral oral examinations. Viva voce, or simply viva, examinations are a standard requirement for doctoral candidacy and degree completion in many counselor education programs. Despite the prevalent use of vivas as an assessment and learning tool, the counselor education literature is scant on information about their rationale, method, and impact. Current trends toward transparency and accountability in higher education now require that counselor educators and researchers take steps to ensure that the use of vivas is justified beyond tradition alone. 相似文献
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Dr. Richard J. Doyle 《Innovative Higher Education》1979,4(1):48-60
The Institute for Personal and Career Development, the external degree-granting arm of Central Michigan University, has been administering graduate external degree programs for approximately eight years. A survey of the graduates of Institute graduate programs revealed that these graduates are satisfied with the education they received through the Institute's external degree programs, that they have experienced personal and career development which they attribute at least in part to participation in Institute programs, and that they feel the educational goals and objectives of Institute programs have been accomplished. 相似文献
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Kelly E. Matthews Shaun Belward Carmel Coady Leanne Rylands Vilma Simbag 《高等教育研究与发展》2016,35(3):545-559
Higher education policies are increasingly focused on graduate learning outcomes, which infer an emphasis on, and deep understanding of, curriculum development across degree programs. As disciplinary influences are known to shape teaching and learning activities, research situated in disciplinary contexts is useful to further an understanding of curriculum development. In the life sciences, several graduate learning outcomes are underpinned by quantitative skills or an ability to apply mathematical and statistical thinking and reasoning. Drawing on data from a national teaching project in Australia that explored quantitative skills in the implemented curricula of 13 life sciences degree programs, this article presents four program-level curricular models that emerged from the analysis. The findings are interpreted through the lens of discipline-specific research and general curriculum design theories to further our understanding of curriculum development for graduate learning outcomes. Implications for future research and to guide curriculum development practices in higher education are discussed. 相似文献
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加强跨境教育质量监控,提高中外合作办学质量 总被引：5，自引：0，他引：5
刘敏 《青岛职业技术学院学报》2006,19(3):13-16
随着经济全球化的不断深入和高等教育国际化步伐的日益加快,跨国高等教育的各种形式在我国也得到了迅猛发展,尤其是中外合作办学项目发展迅速,其中学历教育占了绝大多数,包括从大学本科到研究生层次。众所周知,高等教育评估能有效地促进高等学校办学水平和教育质量。因此,在高等教育国际化的背景下,加强跨境教育质量监控,对提高中外合作办学水平和教育质量,增强我国教育的国际竞争力起着至关重要的作用。 相似文献