摘  要：随着国家扩大专业硕士培养规模和大力发展学前教育，高质量培养学前教育专业硕士成为教育硕士专业学位研究生教育研究重要课题。审视高校专业硕士培养，仍然存在培养目标定位模糊、课程设置与教学错位、培养过程重经验轻创新等问题，严重影响培养质量，需准确定位目标，改革培养模式，凸显自身特色。文章结合高校培养实践，抓住学前教育专业硕士培养的理论性、实践性和艺术性“三性”特点，提出“课-教-研-训”多阶互动、四维一体的培养模式，并阐述模式实施、模式成效和后续思考，以期提供参考和借鉴。

关键词：学前教育专业硕士;培养模式;探索

中图分类号：C961 文献标志码：A 文章编号：2096-000X（2021）04-0073-04

Abstract： With the expansion of professional master training scale and the development of pre-school education， high-quality training of pre-school education professional master has become an important subject of education research. There are still some problems in the training of master's degree in colleges and universities， such as the vague orientation of training objectives， the dislocation of curriculum and teaching， and the emphasis on experience rather than innovation in the training process， which seriously affect the quality of training. We need to position the goal accurately， reform the training mode and highlight our own characteristics. Based on the training practice in colleges and universities， this paper holds the theoretical， practical and artistic characteristics of the training of master's degree in preschool education， puts forward a multi-level interactive and four-dimensional training mode of "course teaching research training"， and expounds the implementation， effect and follow-up thinking of the mode， in order to provide reference and reference.

Keywords： master of preschool education; training mode; explore

為更好地满足新时代经济社会发展对高层次、高素质的应用型专门人才需求，国家适时调整和优化硕士研究生培养结构，大力发展全日制专业学位研究生教育。教育硕士培养作为专业学位研究生教育的重要组织部分，满足了国家对中小学幼儿园高层次高素质的教学管理人才的渴望需求，为我国基础教育发展做出了极大贡献。

从教育硕士专业学位研究生培养实践来看，二十年来为基础教育输送了大批优秀教师和教育管理人才，积累了丰富的人才培养经验，整体呈现开放、立体、多元的发展态势。但仔细审视我国教育硕士培养，仍然存在培养目标定位模糊、课程设置与教学错位、师资队伍结构不合理、价值取向重学术轻专业、培养过程中重经验轻创新、教育体系上重传统轻特色等问题，直接严重影响发展的速度和质量，需准确定位目标，改革培养模式，凸显自身特色。……