基于问题的校长培训模式研究

摘要：校长培训作为小学校长专业发展的一个主要方式，其目前的状况不容乐观，普遍存在着缺乏实效的现象。造成这一问题的囚素有很多，有政策、体制等宏观层而的因索，也有方法、模式和内容等微观层面的因素，本论文要关注的

是后者。从国际视野来看，未来的校长培训呈现一些新的特征，“基于问题”的

培训就诞生于这一背景之中。这一从医学教学领域中发展而来的教学模式在美国

的校长专业发展培养中取得了一定的成功，以至美国大学教育管理委员会将其称为“最为恰当的学校管理者养成模式”。这一模式与我们传统的培训模式有很大不同，它所关注的问题解决、能力培养和参与性学习等非常适合于校长培训。本论文从解决我国校长培训实践中存在的问题出发，对“基于问题的学习”模式进行了较为系统的研究，在原有的基础上对此模式进行了重新构建，并在实践中进行了初步的试验性研究，以力求能够为校长培训的实践提供有益的借鉴。本论文共分五部分：

第一部分主要分析了我国校长培训的现状，以及国际视野中的校长培训考

察，并在此基础上提出了本研究想要解决的问题：即能否将美国“基于问题的校长培养模式”合理地应用于我国的校长培训之中，以解决现实中存在的问题。

第二部分从PBL的产生背景、主要特征、与传统教学模式的区别以及基于问

题的学习的理论支撑等方而，对这一学习模式进行了较为全而的考察。目的在于

对“基于问题的学习”有一个较为清晰地把握，在此基础上更好地进行“基于问题的校长培训”的研究。

第三部分着重对PBI，在美国校长专业发展培养中的模式（以斯坦福大学的校长培训为例）作一介绍，以此窥看“基于问题”的学习在美国的校长培养中的具体应用，并作为进一步的研究的借鉴。

第四部分是试验研究。主要对笔一者所做的“基于问题的”培训试验进行了描述。“基于问题”的学习虽然在美国的校长专业培养的实践中取得了一定的成功，但这一方法究竟能否适用于我国的校长培训？能否有效地改善我们校长培训的实践中存在的问题？“基于问题的校长培训模式”各个环节在实践中应如何有效的实施？对于这些问题，不经过实践的检验是无法得出结论的。为此，笔者进行了一次尝试性的培训，本章主要介绍了这次培训的实施过程，包括对原模式的修改、文体领域的确定、问题的选择、方案的制定到具体的实施等各个环节。

第五部分是有关试验的反思。在校长们的反馈的基础上，加之自身的体会，

对本次尝试性的培训进行了反思。作为研究者和培训者我深深感受到了基于问题

的校长培训这一模式本身的魅力，可以说这是一种富有生命力的校长培训方式，

将会有着非常广阔的发展空户，其所蕴藏的价值是不容忽视的，有很大的开发潜

力，这值得校长培训的理论研究者和实践者为之共同努力。

关键词：基于问题；校长培训；试验研究

总结：1、本文第一部分分析了我国校长培训的现状，以及国际视野中的校长培训考察，并在此基础上提出了本研究想要解决的问题：即能否将美国“基于问题”的校长培养模式合理地应用于我国的校长培训之中，以解决现实中存在的问题。

2、第二部分从PBL的产生背景、主要特征、与传统教学模式的区别以及“基于问题”的学习的理论支撑等方而，对这一学习模式进行了较为全而的考察。

3、第三部分着重对PBI，在美国校长专业发展培养中的模式做介绍，并从中探索其是否适用于目前国内的校长培训。

4、第四部分主要对笔一者所做的“基于问题的”培训试验进行了描述。主要介绍了这次培训的实施过程，包括对原模式的修改、文体领域的确定、问题的选择、方案的制定到具体的实施等各个环节。

5、第五部分在校长们的反馈的基础上，加之自身的体会，对本次尝试性的培训进行了反思。

Abstract: As a major manner of professional development of elementary and high school principals, the present conditions of principal training are not optimistic and lack in actual effect in general. There are many factors causing this problem: factors in macro aspects such as policies and systems, and factors in micro aspects such as methods, models and content so This dissertation mainly focuses on the latter one from the international field of vision, principal training in the future presents some new characteristics, and “problem-based” training  comes  into  being  under  this background of Developing from field of medical teaching, this model of teaching has been successful to some degrees in the training of principal professional development in America, so that UCEA calls it “the most proper model for the cultivation of school administrators”. This model of training is quite different from the traditional one. The problem-solving, ability-cultivating and participation-studying it focuses on are quite suitable for principal training of based on the solution to problems in the practice of principal training, this dissertation does some comparatively systematical researches on the model of “Problem-Based Learning"(PBL) and redesigns it on the former basis, and the writer has done some primary experimental researches in practice in order to offer beneficial reference for principal training practice. This dissertation includes five parts:

Part one mainly analyzes the present conditions of principal training in our country and reviews principal training in the international field of vision, and on the basis of it, the problems that this research wants to solve are put forward: Whether the model of problem-based principal training in America can apply reasonably to the principal training in our country so as to solve the practical problems.

    Part two reviews the model mode in general from the following aspects: the background it came into being, its main characteristics, its difference from traditional instruction methods and theoretical basis of PBL, etc…The purpose is to have a clear understanding of “Problem一Based Learning” and on the basis of it, to make further researches on problem-based principal training.

    Part three mainly introduces the model of principal professional developmental training in America (take principal training in Stanford university for instance) so as

to know something about the concrete application of PBL in American principal training and use it as reference for further researches.

    Part four is experimental researches it mainly describes the experiments the writer has made on “Problem-Based Learning” training. Does PBL apply to the principal training in our country though it is successful to some extent in principal professional training in America? Can it effectively improve the problems in our principal training? How does each part of“the model of problem-based principal training" implement effectively in practice? As to these problems, conclusions cannot be drawn without tests in practice. Hence the writer undertook a tentative training. This chapter mainly introduces the implementer process of the training including modification of the former model, confirmation of the field of problem, choice of problems establishment of the project and concrete implementation.

    Part five is about the reflection of experiments. The reflection is based on the feedback from principals and the writer's own experience. As a researcher and trainer, I deeply sense the charm of the model of problem-based principal training. This is a vital model of principal training and will have a brighter future. We cannot ignore the value in it and it has a great potential, and this deserves the joint efforts of theoretical researchers and practical workers.

Key words: problem-based; principal training; Experimental researches

（赵海涛比较教育学专业华东师范大学博士学位论文）