Yanwen Liu

To address the deficiencies in the traditional teaching of Educational Principles for Master of Education (MEd) postgraduates—notably the disconnection between theoretical learning and practical application, and the inadequate cultivation of core competencies—this study explores targeted teaching reform by leveraging the high congruence between the course’s training objectives and the problem-driven teaching approach. Adhering to three core principles: problem orientation, student-centeredness, and practical application, the reform constructs a three-dimensional implementation framework comprising the design of cognitive conflict-based questions, a systematic teaching process, and diversified assessment methods, with a focused aim to enhance the cultivation of students’ key abilities. Practical results demonstrate that this reform effectively stimulates postgraduates’ problem awareness and research interest, and significantly improves their classroom participation, literature synthesis capacity, academic expression skills, and thesis writing proficiency. The research findings can serve as a practical reference for the teaching reform of similar theoretical courses in MEd programs.

problem-driven approach; cognitive conflict-based questions; problem-solving ability; educational research competence; Educational Principles

[1] National Professional Degree Graduate Education Steering Committee.(2020).Guidelines for core courses of professional degree postgraduates(I)(Trial)(p.220).Higher Education Press. [2] Liu,T.Z.,&Ai,Y.(2008).A study on problem-driven teaching methods for postgraduate courses.Heilongjiang Research on Higher Education,11,78. [3] Liu,Z.H.(2022).Exploration on task-and-problem-driven teaching models for postgraduate professional courses.Education and Teaching Forum,20,170.

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