全日制学前教育专业硕士“双导师制”培养的实施困境与路径构建

Dilemma and Path of Training Full-Time Masters of Preschool Education under Double Tutorial System

“双导师制”作为全日制专业硕士培养的一种新型培养方式,能有效整合校内外教育资源和发挥校内外导师各自优势,全面提升人才培养水平,是提高教育质量的重要举措和抓手。然而,由于在认识和认同上存在偏差,高校实施“双导师制”还存在着实施形式化、合作表面化、功能缺失化等困境,未能发挥其实质效能。文章结合贵州H高校学前教育专业硕士培养实践,分析“双导师制”培养的困境和原因,从认识上、制度上和功能上提出解决路径。

As a new type of full-time professional master training mode,"Double Tutorial System"can effectively integrate the educational resources inside and outside the university,give full play to the advantages of teachers inside and outside the university,and comprehensively improve the level of talent training,which is an important measure and starting point to improve the quality of higher education.However,due to the deviation in understanding and identification,the implementation of"Double Tutorial System"in colleges and universities is still faced with difficulties such as formalization,superficially cooperation and lack of function,which fails to give full play to its substantive effectiveness.This paper analyzes the difficulties and reasons of the"Double Tutorial System"training based on the practice of cultivating masters in preschool education in H University in Guizhou,and proposes solutions from the perspectives of cognition,system and function.