教育硕士“G-U-S”三位一体培养模式的实践与创新——以衡阳师范学院为例

The Practice and Innovation of "G-U-S" Trinity Training Mode for Training Master of Education

我国高校教育硕士培养存在诸多弊端,习惯性地落入单纯依靠高校、片面追求学术性、用理论来堆砌课程教学等思维定势中。为彰显教育硕士培养的特色和价值,高师院校需加强与地方教育行政部门、中小学校的对接,着眼于教师教育职前职后一体化,着手构建“地方政府—高等院校—中小学(G-U-S)”三位一体培养模式,体现多元共同体的价值,突出教师培养的“职业性”“实践性”“师范性”等本质属性。在协同育人的指导思想下,衡阳师范学院对教育硕士培养模式进行创新设计,构建具有地域特色的教育硕士培养“3421”模式,健全教育硕士培养运行机制,完善了教育硕士的人才培养方案体系,发挥了高校与政府的协同创新作用,体现了教育理念的创新、教学目标的创新、培养模式的创新以及评价体系的创新。

There are many drawbacks in the cultivation of education master’s degree in China’s colleges and universities, which habitually fall into the thinking pattern of relying solely on colleges and universities,one-sided pursuit of "academic", and stacking curriculum teaching with theories. In order to highlight the characteristics and value of education master training, normal colleges and universities need to strengthen the connection with local education administrative departments and basic education schools, focus on the integration of teacher education in both preservice and in-service stage, reflect the value of multiple communities, highlight the essential attributes of teacher training, such as "professionalism" "practicality" and "teacher focused". Under the guiding ideology of collaborative education, Hengyang Normal University has innovatively designed the training mode of master of education, constructed the "3421" mode of school-based training with regional characteristics, improved the operation mechanism of "4321" mode of school-based training of master education.The innovation has improved the talent training program system of master of education, played the collaborative innovation role of colleges and universities and the government, reflected the innovation of education concepts,teaching objectives, and training mode and evaluation system.