课程与教学论专业研究生培养30年:经验、挑战、问题与展望——全国教学论专业委员会专题研讨会综述

30 Years of Graduated Student Training in Curriculum and Instruction Program: Experience%2C Challenges%2C Problems and Future Development——A Review of the Discussion in the Academic Conference of the Professional Commission on Teaching Theory

迄今，课程与教学论专业研究生培养历经30年的改革与发展，逐渐形成了比较丰富的经验和培养模式，主要有\＂4+2＂模式、\＂集散集\＂模式、\＂四定位\＂模式和\＂实践导向＂模式等。然而，随着研究生教育的发展，给课程与教学论专业研究生培养带来了新的挑战，并逐渐暴露出培养目标定位不清、培养质量不高等一系列问题。全国教学论专业委员会专题研讨了我国课程与教学论专业面临的挑战、存在的问题，并在未来课程与教学论专业研究生培养上达成了共同合作、协调行动的共识。

In the past 30 years of the graduated student training in curriculum and instruction program， there have been a lot of experience and training models， such as 4+2 model， massed-distributed-massed training model， quaternity location model and practice-oriented model. However， with the development of graduated student training， there are many new challenges， such as low quality of training and the ambiguities of the training aims. The Academic Conference of the Professional Commission on Teaching Theory， which was held from 9th to 11th December， 2011 in Southwest University， focused on the challenges and problems the curriculum and instruction program facing in China. During the conference， participants reached agreement on mutual cooperation and coordinated action in graduated student training in curriculum and instruction program in the future.