Postgraduate entrance examination for master of education: introduction of mental health education specialty

1, professional introduction This major is a professional master. Professional master and degree are at the same level, and the training direction is different. Professional masters mainly meet the professional needs of economic, social and industrial departments, and train professionals in specific occupations in all walks of life. Their purpose is to pay attention to the application ability of knowledge and technology. 2. Training goal: to train high-quality full-time teachers of mental health education courses in primary and secondary schools and educational and teaching administrators engaged in related work who master modern educational theories and have strong educational and teaching practice and research capabilities. The specific requirements are: (1) support the leadership of China * * * production party, love education, have good moral quality, be law-abiding, be proactive and be brave in innovation. (2) Have a good knowledge and a solid professional foundation, and understand the frontier and development trend of this discipline. (3) Have strong educational practice ability, be competent in mental health education and teaching, apply the theories and methods learned under the guidance of modern educational theory, skillfully use modern educational technology, solve practical problems existing in education and teaching and education management practice, integrate theory with practice, give full play to their own advantages, and carry out creative education and teaching work. (4) Be familiar with the basic education curriculum reform and master the new ideas, new contents and new methods of the basic education curriculum reform. (5) Being able to read the foreign language literature of this major in a foreign language. 3. Curriculum setting The curriculum setting embodies the principle of combining theory with practice, and is divided into four modules: basic degree courses, compulsory professional courses, elective professional courses and practical teaching. Non-normal graduates should make up at least three teacher education courses (such as pedagogy, psychology and subject teaching theory) after entering the school, regardless of credits. After entering the school, interdisciplinary graduates should make up at least two basic courses, regardless of the number of credits. 4. Training mode (1) attaches importance to the combination of theory and practice, and adopts classroom participation, group discussion, case teaching, cooperative learning and simulation teaching. (two) the establishment of a tutor group, take the guidance of collective training and personal responsibility, hire experienced senior teachers as primary school tutors, and implement the dual tutorial system. (3) Establish a stable educational practice base in primary and secondary schools and do a good job in organizing and implementing educational practice activities.