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| 三导师制“对高水平综合性大学教育硕士培养的影响研究——关键问题与优化路径 |
| On the Impact of “Three-Supervisor System” on the Training of Postgraduates in Education at High-level Comprehensive Universities, Involving Key Issues and Optimized Paths |
| 投稿时间：2024-05-11 |
| DOI：10.19834/j.cnki.yjsjy2011.2024.06.06 |
| 中文关键词: 高水平综合性大学;三导师制;教育硕士研究生;导学关系 |
| 英文关键词: high-level comprehensive universities;three-supervisor system;postgraduates in education;supervisor-postgraduate relationship |
| 基金项目:江苏省社会科学基金课题一般项目"高水平综合性大学教师教育跨院系耦合机制与实践路径研究"(23JYB016);"江苏省社科应用研究精品工程"高校思想政治教育专项课题立项项目"综合性大学思政育人建设引领下的教育实践创新路径研究"(23SZB-001);江苏省教育科学规划重点课题"'学术-专业’耦合视域下的江苏省研究型大学教师教育办学模式追踪研究"(B/2023/01/141) |
| 作者 | 单位 | | 陈晓清 | 南京大学 陶行知教师教育学院, 南京 210023 | | 范辰生 | 南京大学 教育研究院, 南京 210023 |
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| 中文摘要: |
| 导师团队建设是教育硕士研究生培养中的重要一环。通过访谈高水平综合性大学"三导师制"下的教育硕士研究生及其三类导师,得到相关信息并进行编码处理。结果显示,"三导师制"在全程指导、专业素养、教育情怀与满意度上初见成效,但存在导师间缺乏协同、师生间互动不足以及高校导师重科研轻教学等问题。为进一步提升"三导师制"的实践效果,应制定导师结对工作机制,定期评估指导绩效;依托教育信息技术,突破跨组织学习障碍;开展项目式教学,探索多元灵活的教学和评价体系。 |
| 英文摘要: |
| Supervisor team building is an important part of the cultivation for postgraduates majoring in education. Through interviews with postgraduates in education and the three types of supervisors in the"three-supervisor system"at high-level comprehensive universities, the authors code the information obtained. The results show that the"three-supervisor system"has achieved initial success in the overall process of guidance, professional quality improvement, educational enthusiasm enhancement and experience satisfaction, but there are problems related to the lack of coordination among supervisors, insufficient interaction between supervisors and students, and the excessive attention paid by supervisors to scientific research over teaching at universities. Based on the summary and analysis of the underlying causes, the authors suggest that in order to further improve the practical effect of the"three-supervisors system", we should work out a partnering mechanism for supervisors, regularly evaluate the guidance performance of supervisors, break through cross-organizational learning barriers by relying on educational information technology, carry out project-based teaching, and probe into diversified and flexible teaching and evaluation systems. |
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