“以问题为中心”的中小学校长培训模式在我国的实施研究

摘要：“十一五”时期是我国教育事业改革发展的重要时期，全面实施科教兴国和人才强国战略，教育事业肩负着重要的历史使命。适应基础教育改革发展对中小学校长能力、素质提出的新挑战和新要求，建立校长标准，加强培训研究，改革培训模式、方法、内容、手段，切实提高培训质量，是当前教育行政部门和教育干训机构必须引起高度重视并应列入重要日程的紧迫课题。“问题为中心”模式是我国中小学校长培训的主要模式，对此模式在我国的实施的情况进行反思和完善，对于推动我国的校长培训工作具有重要的意义。

本文使用文献法，访谈法，比较法等研究方法，以三位已经参加过培训的中小学校长为个案，对中小学校长“问题中心”培训模式在我国的实施及反馈进行了研究。通过研究发现问题中心培训模式在我国实施中存在着诸多问题：对问题中心模式的理论和实践没有有机统一；问题中心培训模式在实施过程中过于概括化，没有贯彻始终；缺乏对研究对象调查和反馈环节。其原因在于：传统培训模式影响了此模式的顺利实施：培训者对理论和时间的把握脱节：受训校长自身素质不足。基于“问题中心模式”的理论基础和作者对该模式实施中问题和原因的分析，本文提出了完善该模式的基本建议：提高该培训模式的针对性；改变培训教师的培训方法；转变受训校长的受训观念。

关键词：问题为中心；校长培训；培训模式

总结：1、 本研究主要对我国问题中心校长培训模式进行审视，从逻辑上讲，首先，应对问题中心模式所涉及到的基本问题，如该培训模式的起源和发展、理论基础、主要特点等问题进行初步分析。

2、在理论研究的基础上，通过广泛收集相关文献，并采用实地访谈等方式收集第一手资料，在对校长培训进行研究时，针对其的整体素质及目前的基本现状，对三名校长进行访谈，通过修订和整理，记录对访谈对象的访谈记录。

3、根据实地考察所搜集到的资料和数据，通过量化与质性分析相结合的理论思考与总结，完成对中小学校长培训模式的问题及策略研究。再结合本地实际，提出完善问题中心培训模式的基本建议。

Abstract: The eleventh-five Period is the key Period of the educational reform and development in China. To implement the strategy of reinvigorating China through science, education and human resources, education carries on the great historical Mission nowadays. In order to be suitable for reform and development of the basic education, there are new requirements and challenges to the Practical ability and quality of the Primary and secondary school, headmasters. Nowadays, educational administrative departments and cadre training in statute must pay more attention to these urgent tasks and put them in the schedule, such as the establishment of headmasters' standard, the reinforcement of investigation on training, the reformation of training Patterns, methods, contents & measures, and the improvement of training quality problem-centered training Patterns are the main patterns. With the retrospect and development of these Patterns' implements in China, these patterns will play an important role in improving headmasters' training.

    With the methods of historical documents, interview & comparison and the cases

of three primary and secondary school headmasters who have participated in training

courses, I have been studying on the implement and feedback of problem-centered training patterns of primary and secondary school headmasters. After investigation, I

find there are a lot of problems on the implement of problem-centered training patterns. For example, there is no unity of theory and practice on problem-centered training patterns. These training patterns are too simple to carry on. Meanwhile, it is lack of investigation of research object and feedback link. The reasons are that traditional patterns have the influence on these patterns' implements, there are disjointed points between theory and time, and headmasters are lack of enough ability. Based on the analysis of the theory of problem-centered training patterns and problems of these patterns' implements, there are some suggestions on how to improve these patterns, such as improving training patterns' pertinence, changing teachers' training methods, and changing opinions of headmasters who take part in the training courses.

Key words: Problem-centered; headmasters' training; training patterns