Skip to content Skip to navigation

Academics

Pedagogy ( M.S. )

 Nanjing Normal University   April 18, 2016

1. Training/Research Orientation

  • Principles of Education
  • History of Education
  • Curriculum and Teaching Methodology
  • Comparative Education
  • Pre-school Education
  • Higher Education
  • Adult Education
  • Vocational and Technical Education
  • Educational Technology
  • Moral Education
  • Aesthetic Education
  • Education of Leadership and Management
  • Women's Education
  • Teacher's Education

2. Program Duration and Credit

Three years generally, the maximum school years are not longer than 5 years (including the extension time).
30 credits of courses in total, at least 19 credits of academic courses.

3. Core Courses and Introduction

The Pedagogic Principle
By means of discussing the general principle and regularity of education, as well as the basic problems, theories and methods of pedagogy, the course of Pedagogic Principle helps graduate students develop an interest in educational research and obtain the ability of doing educational researches, as well as provide theoretical basis and thinking methods for other educational sub-disciplines. The course is taught in the form of graduate students’ reading seminar and teachers’ cooperative teaching. The content include the following modules:

  • discussion about basic elements of education, including the views of teacher, student, and curriculum and so on.
  • Analysis of basic educational concepts, including educational essence, educational object, educational function and moral education and so on.
  • Discussion of primary educational problems, including humanity and education; freedom and discipline in education; education, knowledge and power; the viewpoint and mission of school and so on.
  • Preliminary exploration of educational research methods, including reflections on educational research and instructions of reading, research and writing, and so on.

The Educational Psychology
Objectives：Understanding the object of study, research methods and brief history of educational psychology, mastering the general regularities of learning and teaching, and developing graduate students’ abilities of inquiry learning, creative thinking and solving educational practices.
Content:

  • introduction, involving the object of study, research methods and brief history of educational psychology;
  • psychological characteristics of students’ learning, including students’ developmental characteristics and learning, learning theories, learning motivation, learning of knowledge, learning of skills, learning strategies, learning transfer, learning of morality, problem solving and creativity, and mental health of students;
  • psychological characteristics of teachers’ teaching, involving teaching design, teaching management, measurement and evaluation of teaching, and teachers’ growth and development.

The Sociology of Education
This course will introduce the discipline nature, method and theory of Sociology of Education, combining the current education practice,in order to let the students grasp the ability to realize education of society as a whole field of vision and the basic ability of social empirical inquiry. This course will be taught by the form of lectures combined with group discussions,and will introduce the branches of Sociology of Education in the field of research, including:the role of education behavior, that is the research about teacher and student; the regular activities of school education,that is sociological study of classroom teaching and curriculum; special organization in the education, that is sociological study of class and school; the social background of education,that is the influence of social structure, social differences and social change on education; all kinds of educational problems out of school,that is family education, community education and the influence of culture on education; the macro social functions of education and social problem analysis on education practice. This course will not only introduce the theory of western academia,but also give consideration to Chinese national conditions.

The Educational Research Methods
Students can have a deep understanding of academic activities and abide by academic ethics through "Educational Research Methods", and also have the ability to identify problems, analyze and solve problems independently. Besides, students can master the basic methods of educational research; have certain independent research capacity in education as well as a good sense of innovation and academic literacy. The main contents of the course contain basic paradigms and common methods of educational research, including Survey research, (quasi-) experimental studies, historical research, ethnographic research, action research, case studies, etc; educational research topics and project design; the collection, analysis and treatment of data, including simple SPSS statistical techniques and qualitative data analysis; theoretical construction and expression of the results of educational research and  evaluation research and academic self-discipline, etc. The course adopts case-based teaching, seminar teaching method, teaching with practice and other methods to improve students' educational research capacity.

The Curriculum Theory Topic Study
By the means of discussing the basic knowledge, general principle and methods of curriculum, the course of Curriculum theory research helps graduate students obtain the ability of using theoretical analysis to grasp the real course problem, as well as set up the curriculum view of meeting the requirements of the quality education, in order to make students to become a qualified research or professional researchers as well as lay the foundation for the primary and middle school teachers. The course is taught in the form of graduate students’ reading seminar and teachers’ teaching. The contents include the following modules:

  • the curriculum ontology, including historical developing process, nature study, the theoretical basis of curriculum research, etc;
  • curriculum development theory, including the theory of curriculum design and the study of curriculum development itself, this is the focus of the course;
  • curriculum reform and curriculum develop theory, including development and implementation of new curriculum reform, as well as the study of contemporary course problem research and the current situation and future development trend.

The Web Application Development Technologies
After learning this course, students can understand the theories, technologies and methods of Web application development, master the mainstream web application development model and technology, and according to education information demand, design and development of E-Learning application system. The main contents of this course include: The new technology and development trend of web application development; MVC-based web application development model; Basic knowledge of Web application development technology (Basic knowledge of Java2, Servlet/JSP, JDBC etc.); Struts2 architecture and key technologies; Inversion of control (IoC) / dependency injection (DI) model and application development technology based on Spring; Object / Relational Mapping (ORM) and the solution scheme for persistent layer based on Hibernate.

The Education Leadership
The course aims at guiding students to understand the meaning and unique value of educational leadership, helping students to establish the comprehensive knowledge system of educational leadership, enlightening students to identify the mainstream approaches and recent trends, and gradually shaping students’ capacities of observing, thinking, analyzing and solving the relative theory and practice problems of educational leadership. The course will place emphasis on analyzing various theory schools of educational leadership and discuss its relative practices based on theoretical analysis. Specifically, the main contents of the course include:

  • reading and analyzing the general leadership theories, such as Trait Theory, Style Theory, Contingency Theory, and Path-goal Theory;
  • reviewing and comparing the educational theories, such as Instructional Leadership,Distributed Leadership, Transformational Leadership, and Invitational Leadership;
  • asking what is educational leadership and what is quality educational leadership and exploring the practice application of that understanding on the basis of theory overview.

4. Supervisors

Tianjun Cheng, Jianjun Feng, Shuihong Gao, Xuehong Qi, Zebin Shao, Yijun Wang, Xi Zhu, Zongwei Zhou, Jinping Hu, Wen Wang, Cai Zhou, Wei Huang, Shanliang He, Rumi Li, Yongjun Wu, Xiaoling Wu, Liangkui Wu, Wenbin Xu, Ping Yu, Zhaoxin Sheng, Rong Zhang, Xia Bian, Yueyan Du, Rongfang Gu, LiangjingGuo, Jin Huang, Yue Ji, Qiying Kong, Jingbo Liu, Xiaodong Liu, XueqingQiu, Haiying Wang, Yongping Yu, Jinxia Yuan, Li Zheng, Yongying Zhang, Jun Zhang, Hefang Chen, Jianhua Hu, Jianhua Wang, Aiwu Zhu, Lianrong Dai, Jiandong Miu, Qiang Wang, JianjunGu, Xueying Gu, Ruwei Yun, Xizhen Zhuang, Hongquan Bai, Mei Cao, Yijing Feng, Yi Li, Jiansheng Li, Mingyong Pang, Shusheng Shen, Junhua Tian, Jun Wang, Wei Wang, Chaojun Xu, Baichang Zhong, Cailan Zhu, Shuyu Zhang, YibingZhang, Yichun Zhang, Xinwei Cui, Desheng Gao, JingjingHou, LiyanLv, Xianlian Le, Caiping Sun, Xulei Yan, Weiwu Yu, Fei Ye, Li Wang, Xiaoming Yi, Xuejun Chen, Xinping Zhang, AimeiGuo, Shaoli Jing, TianshanXue, Chunqiong Liu, Jian Liu, Jianzhong Qiao, Li Qiu, Jiaqiang Wang, Yue Yang, Xiaojing Zhou.