Keywords
Master’s students in primary education
Comprehensive practical abilities
Submitted : 2025-12-13
Accepted : 2025-12-28
Published : 2026-01-12
Abstract
This study focuses on 52 master’s students majoring in Primary Education at M University in Yunnan, conducting empirical research based on the “Comprehensive Practice Ability Evaluation Index System for Professional Master’s Program in Primary Education.” The results show that comprehensive practical abilities are hierarchically differentiated as “service ability (3.466) > education ability (3.419) > research ability (3.242)”, with teaching and research abilities lagging behind; gender and teacher-training background significantly affect teaching ability, but the convergence of undergraduate majors does not lead to differences in abilities; educational internships do not significantly enhance abilities due to homogeneous scenarios, while participation in school-based curricula (28.85%) significantly promotes the development of all ability dimensions; systematic study of the “Double Reduction” policy significantly improves abilities across all dimensions (p<0.01), but the lack of ethnic education characteristic training results in no advantage in multi-ethnic teaching practice. In the future, efforts can focus on building a U-G-S (University-Government-School) collaborative training system, optimizing practical courses and evaluation mechanisms, strengthening policy integration and tiered training, thereby promoting the improvement of practical abilities of master’s students in Primary Education.
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