教育硕士课程设置的价值偏好与实施效果——基于学科教学(英语)教育硕士课程设置的案例分析

Value Preference and Implementation Effect of Master of Education Curriculum:A Case Study Based on the Curriculum Setting of the Master of Education in Subject-based Teaching English

从课程价值观视角分析学科教学(英语)教育硕士课程设置的价值偏好与实施效果发现,知识本位是课程设置的主导性价值。除师范专业本科且应届考入的教育硕士更认同知识本位型课程设置结构外,其他类型考入的教育硕士更认可社会本位主导型课程设置结构与教学模式。课程设置与实际需求的冲突主要体现为知识本位与社会本位、学科逻辑与实践逻辑、校内指导与校外见习之间的矛盾关系。而以“课程评估”为手段规范课程设置结构,以“案例教学”为抓手构建社会本位型教学模式和以“同课异构”为媒介构筑校内外导师面对面沟通平台是解决以上问题的重要举措。

From the perspective of curriculum values,the authors analyzed the value preference and implementation effect of the curriculum setting of the Master of Education in teaching English,and found that the knowledge standard is the dominant value of curriculum setting.According to the survey by questionnaire,the authors find that the fresh normal major graduatesare more agree with the knowledge standard curriculum structure,while others prefer the social standard curriculum structure and teaching mode.This controversial mainly reflectsthe contradictory relationships between knowledge standard and social standard,discipline logic and practice logic,and internal guidance and external probation.Therefore,it is an important countermeasure to standardize the structure of curriculum setting by means of“curriculum assessment”,to construct the social standard teaching model by means of“case teaching”and to construct the face-to-face communication platform of teachers in and out of school by means of“heterogeneous courses”.