邯郸市中学校长培训现状、问题及对策研究
摘要：“校长是一个学校的灵魂，要想评论一个学校，首先要评论他的校长。”我国著名教育家陶行知这句话凝练地表达了校长在学校中的地位和作用。这就是说，没有校长就等于没有学校，没有高素质的校长，就根本谈不上实施素质教育。《中共中央国务院关于深化教育改革全面推进素质教育的决定》指出:“学校校长在推进素质教育中具有特殊作用，要率先转变教育观念，把领导教职工创造性地实施素质教育作为重要职责。”因此，在把好校长选拔关的同时，还要不断地对校长进行有计划的培训。
党和政府非常重视校长队伍的建设和素质的提高。20世纪80年代末，开展了全国中学校长岗位培训，并实施了持证上岗制度。但是，“学无止境”，要真正适应教育改革与发展形势的要求，真正做一名好校长，广大校长还应坚持不断地学习提高。
遵照原国家教委和教育部的指示，邯郸市校长培训工作己经走过了十几个寒暑。为全面了解邯郸市中学校长培训的现状、问题，2004年7月——12月利用半年时间，在邯郸市及其所属部分县的校长培训班，采取边讲学边发放问卷边访谈的方式进行调研。调查对象为邯郸市3区的中学校长和18县的乡镇中学校长。采取多阶段抽样方法选取调查对象，共发放调查问卷208份，收回208份，回收率100% o剔除填写不清楚或不全面的，将有效问卷182份计入统计，有效问卷率为87.5%，即182位参加培训的邯郸市中学校长和乡镇中学校长构成了本次调查样本。通过对样本进行认真分析，在肯定邯郸中学校长培训取得了一些成绩的同时，也看到了培训工作存在着诸多亟待解决的问题。这些问题集中表现为:工学矛盾突出：课程设置缺乏系统性、科学性、实用性：教师授课理论性强，实践性差：培训经费不足，影响培训质量：考核不严肃、不能起到评价甄别的作用：受训校长对培训的内容和方式无选择的自由：培训工作人员的素质不高，服务不到位。
针对邯郸市中学校长培训中存在的问题，提出了解决问题的八个方面的思考：合理安排培训时间，切实解决校长培训的工学矛盾：在市、县、区设立校长专项培训经费，切实解决校长培训的经费问题:根据实际需要，设置校长培训课程适应新形势需要，提高干训师资水平：严肃考风，培训要与考核、任免、奖惩相结合：转变培训观念，搞活培训市场，充分调动校长参加培训的积极性：转变培训机构功能，强化服务意识，切实提高培训人员的素质：建立校长专业发展学校，促进校长职业发展。
关键词：邯郸市；中学校长培训；现状；问题；对策
总结：1、本文首先对邯郸市中学校长培训的历史沿革和发展现状进行简单的介绍，并对接受调查校长的基本情况进行扼要说明，分析了参训校长的概况与现状。
2、第二部分提出邯郸市目前校长培训存在的问题，主要包括：（1）工学矛盾；（2）经费不足；（3）理论脱离实际；（4）师资与教学水平有待提高；（5）考核与评价流于形式；（6）校长缺乏主动性；（7）培训机构功能单一，工作人员素质不高。
3、第三部分结合目前邯郸市校长培训的现状，对问题提出思考与建议：（1）结合实际，合理解决校长培训的工学矛盾；（2）在市、县、区设立校长专项培训经费，实行两级分担体系，切实解决校长培训的经费问题；（3）根据实际需要，设置校长培训课程；（4）适应新形势需要，提高培训师资水平；（5）严肃考风，培训要与考核、任免、奖惩相结合；（6）转变培训观念，搞活培训市场，充分调动校长参加培训的积极性；（7）转变培训机构功能，强化服务意识，切实提高培训人员的素质；（8）建立校长专业发展学校，促进校长职业发展。
Abstract: "The schoolmaster is the soul of a school. If you want to comment on a school, you should comment on his schoolmaster first: These words of the Chinese famous educationist Tao Xing-zhi express concisely the schoolmaster's status and function in school management. In other words, the schoolmaster is crucial to a school. We can't implement quality education at all without highly qualified schoolmasters. "Schoolmasters play a special role in advancing quality education. They must take the lead in converting the idea about education, and regard it as their important duty teaching and leading the staff to implement quality education creatively.” The State Council and the Central Committee of the Communist Party of China pointed out in The Decision of Deepening the Education Reform and Advancing Quality Education in an All-Round Way. Therefore, we should carry on planned training of the headmasters constantly while choosing the excellent ones to appoint.
The Party and the government pay much attention to the team construction of
schoolmasters and the improvement of their quality. At the end of 1980s; the national
principal job-specific training was launched and the on-duty-with-the-certificate system was implemented. However, "it's never too old to learn”. To achieve constant
self-improvement, the schoolmasters should also persist in learning so as to meet the needs of education reform and development.
Following the instruction of the former State Education Commission and Ministry of Education, schoolmaster training has already been carried out for a dozen of years in Handan. During half a year, from July to September in 2004, an investigation was made in order to get a general view of the present situation and problems in Handan schoolmaster training. This investigation was made in some schoolmaster training classes in Handan city and affiliated counties by means of questionnaire and interview while teaching. The respondents are middle school schoolmasters from 3 districts in Handan city and some towns of 18 counties. By taking mufti-stage sample method to choose the respondents, altogether 208 questionnaires were granted and recollected. The rate of recollection is 100%. Yet only 182 questionnaires that were filled in clearly and completely are taken into account. The rate of effective questionnaires is 87.5%, namely 182 middle school headmasters form the samples in this investigation. Through anatomizing the samples, we can see that Handan schoolmaster training has made some achievements, but meanwhile exist a great deal of urgent problems to be solved. The problems concentrate on the following: (1) the conspicuous contradiction of working and training; (2) the unsystematic, unscientific and impractical course design; (3) over lecturing of theory and little practice; (4) the influence of insufficient training funds on training quality; (5) ineffective evaluation resulted from unserious examination; (6) limitation of the trained schoolmasters in choosing the content and way of training; (7) the incompetence and poor service of the staff members.
To solve the problems existed in Handan schoolmaster training, seven proposals are put forward in the thesis: (1)arrange training time rationally to settle the contradiction of working and training; (2) settle the fund problem of the schoolmasters; (3) set up courses according to the practical needs; (4) meet the needs of new situation and improve the competence of trainers; (S) combine the training with serious examination, appointment and removal, reward and punishment; (6) convert the training idea and invigorate the training market to fully arouse the enthusiasm of the schoolmasters to participate in the training; (7) change the function of the training organization, strengthen the service consciousness, and improve the trainers' quality in real earnest. (8) establish the special schoolmaster's school, promote the schoolmaster's job.
Keyword: Handan City; the middle school headmaster training; present problem; countermeasure
（常利平教育管理专业河北师范大学硕士学位论文）