IPO框架下非全日制教育硕士研究生教育质量评价研究

Evaluation of the Education Quality of the Postgraduates of the Non-full-time Education Masters under the IPO Framework

基于学生发展理论,构建非全日制教育硕士研究生教育“输入—过程—输出”质量的IPO评价框架,通过问卷和访谈考察非全日制教育硕士研究生教育质量。研究发现,非全日制教育硕士研究生外部学习动机较强但内部学习动机缺乏,学习投入不足,成果产出较少,能力提升与能力需求不匹配。培养单位对非全日制教育硕士缺少重视、学术资源提供不足,缺乏实践能力培养。为推进非全日制教育硕士研究生教育的发展,应从加强学生动机的理性引导、提供更多学术资源、优化课程结构、增加实践机会、完善质量评价标准及监督体系、提高社会认可度等方面加以改进。

Based on the theory of student development, this study constructs the IPO evaluation framework of “input-process-output” quality of part-time M.Ed. graduate education. Questionnaire and interview were used to investigate the quality of part-time M.Ed. graduate education. Study found that part-time master of education students have strong external learning motivation but lack of internal learning motivation, insufficient learning input, low output of results, and mismatch between competency enhancement and competency needs. There is a lack of attention, inadequate provision of academic resources, and lack of practical skills development in the training of part-time education masters by the Graduate School. In order to promote the development of part-time postgraduate education, improvements should be made in terms of strengthening rational guidance of students’ motivation, providing more academic resources, optimizing curriculum structure, increasing practical opportunities, improving quality evaluation standards and supervision system, and increasing social recognition.