Search

Research on the Construction of a Comprehensive Evaluation Model for the Practice Teaching of Full-time Master of Education in China

Author(s)

Peiling Tan

Affiliation(s)

School of Education, Zhaoqing University, Zhaoqing, Guangdong, China

Abstract

Under the guidance of the outcome-oriented education (OBE) theory, this study adopts the grounded theory as the research methodology, uses the Nvivo14.0 software as the analysis tool, and carries out a procedural three-level coding analysis of the selected literature. The key elements are extracted, and a comprehensive evaluation model for the practical teaching of full-time Master of Education in China is constructed. The model covers six core dimensions: the adequacy of practical teaching preparation, the ability of education and teaching practice and management, research, and innovation, the adaptability of practical participation, communication and collaboration and leadership, and ethics and social responsibility. In further refinement, the model is divided into 16 main categories and 43 subcategories, aiming to provide a comprehensive and systematic analysis framework for thoroughly evaluating the practical teaching of full-time Master of Education.

Keywords

Full-Time Master of Education; Practice Teaching; Comprehensive Evaluation Model; Grounded Theory; Nvivo14.0

References

[1]National Education Master Degree Postgraduate Steering Committee. Full-time Education Master Degree Postgraduate Guidance Training Program (Revised). 2023. [2]Guan Erqun, Meng Liju, Lu Chenxi. The operation mechanism and effect of the "centralized" practical teaching mode of full-time education master -Take Liaoning Normal University as an example. Modern Education Theory Series, 2021, (03): 70-78 + 96. [3]Hua Chunyan, Zhan Xiaohong, Zou Jiachen. Practice exploration and path innovation of full-time education master-Based on survey and analysis of H University. Research on Teacher Education, 2022, 34 (02): 31-38. [4]Fei Wang. Diversified exploration of practical teaching mode for full-time education postgraduates. Academic Degree and Postgraduate Education, 2022, (06): 39-46. [5]Li Hua, Tian Junge. Training path and practical exploration of practical ability of Master of Education. Research on audio-visual Education, 2024, 45 (04): 110-116. [6]Wang Yimin, Shi Yalan. Research on practical teaching evaluation of full-time education master degree graduate students-Take the teaching major of education master of X Normal University as an example. Journal of Heilongjiang Vocational College of Ecological Engineering, 2019, 32 (02): 99-101. [7]Xie Yi, Zhu Mengmei, Cheng Wen. From "practical teaching" to "embodied learning course": the integrated development path of "three exercises and one training" for master of education. Academic Degree and Postgraduate Education, 2024, (01): 26-33. [8]Kang Zhangqi, Pan Yong. Research on the cultivation of teaching practice ability of education postgraduates under the "double tutorial system". Education and Teaching Forum, 2024, (04): 177-180. [9]Zhu Xixi, Zhao Lianghui. Improve the mode of postgraduate education based on the concept of OBE-Take WUYI University as an example. Education and Teaching Forum, 2020, (04): 328-330. [10]Chen Xiangming. Exploration of the application of Rooted Theory in Chinese Education Research. Education Review of Peking University, 2015, 13 (01): 2-15 + 188.