中学校长培训课程实效性研究
——以X省教育行政干部培训中心为例
摘要：随着基础教育改革的不断深化，校长素质和能力对于学校的影响作用愈加明显。而在我国校长特殊的成长背景下，参加校长培训对于校长能力素质培养和持续提高具有重要意义。其中，校长培训课程作为校长培训的直接载体和中介，是校长培训目标的具体体现，也是校长培训活动中最为直接、最具稳定性的因素，更是制约校长培训实效性的关键所在。因此，校长培训课程的实效性在一定程度上决定了整个中小学校长培训的质量和效果。本研究为深入探讨如何提高校长培训课程实效性这一问题，从课程本身着手，总结了校长培训课程实效性的六个影响因素，即课程目标因素、课程内容因素、课程实施因素、课程教学因素、课程管理因素和课程评价因素。进而在校长成长规律理论、教育效能理论、发展性课程评价理论和人力资源开发理论的指导下，以x省教育行政干部培训中心为个案，从效能和参与两个维度，明确了中学校长培训课程的实效性现状，并确定校长培训课程实效性存在三级培训差异和城乡差异。同时，调查还发现如下问题：课程目标不明确，参训校长个体学习目标缺失，课程需求调查需普及，课程内容合理性有待加强；课程实施方式单一，以理论讲授为主；授课教师类型和教学方与校长意愿存在差距；课程管理主体较为局限，以培训方为上；评价内容较为全面，们反馈沟通有待加强。在实证调查的基础上，针对中学校长培训课程缺乏实效的问题所在，本文提出如下改进策略：明晰课程目标，增强目标的适切性；重视需求差异，加强课程设置的合理性；创新实施方式，注重课程实施的灵活性；优化培训师资，提高课程教学的互动性；拓展管理主体，增强课程管理的协作性；加强评价导向，重视课程评价的发展性。
关键词：校长；培训课程；实效性
总结：1、论文主体部分分为四个章节：第一章：绪论部分，主要交代论文的选题背景和意义、研究思路和方法，以及有关该选题领域的国内外研究现状。
2、第二章：探讨与中学校长培训课程实效性有关的理论问题，主要涉及相关概念界定、选题的理论基础以及校长培训课程实效性的影响因素。
3、第三部分：重点进行现状分析，以X省教育行政干部培训中心为个案，采用问卷、访谈等调查方法，探析中学校长培训课程实效性的现状和问题所在。
4、第四部分：在第三部分现状调查的基础上，提出相关的改进策略。
Abstract: With the development of the reform of basic education, the effect on school by the quality and ability of president is more and more obvious. In China, principal training has great significance for improving the ability and quality of president. As a carrier and medium of principal training, the courses not only reflects the training target but also is the most stable and direct factor of the training activities. In one sense, the training curriculum effectiveness determines the quality and effect of the principal training.
To explore how to improve the effect of headmaster training courses, the study has chosen six factors that work. They are the curriculum objectives, curriculum contents, implementation of curriculum, curriculum teaching, curriculum management and course evaluation. Under the direction of the law of principal growth theory, education efficiency theory, developing curriculum evaluation theory and the human resource development theory, the study has taken the X president training center as a case to make clear the present situation of the effect of the middle school principal training course, and the differences are not only between the three level training ,but also between urban and rural areas. At the same time, the survey has indicated the following problems: a lack of individual learning objectives due to unclear curriculum goals; the need of popularization in curriculum investigation and improvement of rationality of course content; single curriculum implementation way, the gap between both teacher types and teaching methods and principal intention; the limit of curriculum management; the demand of enhancement of communication despite relatively comprehensive evaluation content.
On the basis of the empirical study and in the light of the problems of the middle school principal training courses, the paper put forward the following strategies: to make clear the curriculum objectives to enhance the target suitability; pay attention to the demand difference to strengthen the curriculum rationality; to innovate the implementation ways and focus on the flexibility of curriculum implementation; to configure training teachers to improve the teaching interaction; to expand the management subjects to enhance the curriculum management collaboration; strengthen the evaluation guide to attach importance to the development of curriculum evaluation.
Key words: principal; training courses; effectiveness
（朱敏教育经济与管理专业南京师范大学硕士学位论文）