教育硕士研究能力发展的机制分析与策略探究

Mechanism Analysis and Strategic Exploration of Research Competence Development in Professional Master of Education Programs

摘要: 在教育现代化背景下，教师研究能力已成为创新型教师培养的重要标志。教育硕士作为未来教师的重要来源，其研究能力发展具有关键意义。然而，当前教育硕士研究能力培养仍面临定位不明、时间受限与主体认知不足等困境。基于Lewin场论视角，文章从主体、学校与社会三个场域出发，构建教育硕士研究能力发展的场域机制模型，揭示三重场域间的动态作用关系与平衡特征。研究认为，教育硕士研究能力的发展取决于三方场域矢量方向的统一与动态平衡。为此，文章提出发展策略：一是通过构建社会、学校与个体三方共识明确研究能力定位；二是推动三场域资源供给与协同，强化驱动力、弱化阻力，形成持续发展的动力机制。该研究旨在为教育硕士研究能力培养的系统优化与政策改进提供理论依据与实践启示。

Abstract: In the context of educational modernization, teachers’ research competence has become a key indicator of cultivating innovative educators. As a major source of future teachers, the development of research competence among Master of Education (M.Ed.) students is of vital importance. However, current training practices still face challenges such as unclear positioning, limited time, and insufficient individual awareness. Drawing on Lewin’s field theory, this study constructs a tri-field mechanism model encompassing the individual, school, and societal domains, to reveal the dynamic interactions and equilibrium among these fields in shaping M.Ed. students’ research competence. The findings suggest that the development of research competence depends on the alignment and balance of forces across the three fields. Accordingly, two strategies are proposed: first, building a shared understanding among society, schools, and individuals to clarify the orientation of research competence; and second, promoting coordination and resource integration across fields to strengthen driving forces and reduce resistance. This study provides theoretical and practical insights for optimizing the cultivation mechanism of research competence in M.Ed. programs.