基于学校改进的中小学校长培训模式研究

摘要：校长是基础教育改革发展中的关键因素，是学校成败的关键，因此，校长培训成为各国争取教育领先地位的重要战略。以往的校长培训围绕校长能力的提升来组织培训，以知识为载体，期望通过知识的学习来提高校长的能力，通过校长能力的提升来改进学校。实践证明，这样的培训缺乏现实感，效果往往不是最为理想的。近年来，我国在培训实践中尝试围绕学校改进来组织培训活动，在推动校长有组织地实施学校改进中培训校长，基于学校改进的中小学校长培训模式逐渐得到校长的认可并受到重视。本研究着力于探索这一培训模式的理论基础、操作流程及培训策略，总结实践中的经验与策略，并提出改进的建议。

本研究通过对校长培训已有的相关文献进行梳理，探索基于学校改进的中小

学校长培训模式的理论基础、操作流程与培训策略。采用行动研究，以“贵州省学校管理创新与有效领导高级研修班”为实践案例，呈现基于学校改进的中小学校长培训模式的实施流程，总结实践中的经验与策略，并提出基于学校改进的校长培训模式的未来发展改进建议。

    本研究认为，基于学校改进的中小学校长培训模式围绕学校改进来设计培训

活动，以学校改进实践为载体，在推动校长有组织地实施学校改进的实践中培训

校长，提高校长的能力，实现校长发展和学校发展的双赢，与其他校长培训模式

最根本的区别就在于提升校长能力的方法与策略不同。基于学校改进的中小学校

长培训模式在培训需求调研与培训设计中均紧扣“学校改进”；培训对象的选择

以学校为单位，采用分岗研修；培训操作流程采用集中培训—校本研修—总结与交流三阶段来分阶段推进，便于培训重心后移，在实践改进中提升校长能力，推动学校发展；培训策略综合使用拓展体验式培训、专题讲座、参与式经验交流、研讨、实地考察和现场培训等；培训评价以“学校改进”为导向。

关键词：中小学校长培训；学校改进

总结：1、本文首先阐述了校长培训的时代背景及其变革要求。总结分析了我国目前所取得的成就：中小学校长培训政策法规体系初步建成；构建了以分级管理为特点的四级培训网络和培训管理体系等，但同时也提出了不足之处和未来的发展趋势。

2、第二部分对校长培训的主要理论和培训模式进行了详细的说明，重点在于基于学校改进的中小学校长培训模式的理论基础和基于学校改进的中小学校长培训模式的操作模型。

3、第三部分主要是进行案例的说明，这其中包括：案例背景介绍、 案例的实施过程、以及案例的实施总结这三个方面。

4、第四部分则是在基于学校改进的中小学校长培训模式的理论基础上进行反思，并对基于学校改进的中小学校长培训模式的策略进行了总结，最后再对

基于学校改进的中小学校长培训模式的未来发展提出建议。

Abstract: Principal plays a key role in basic education reform, and is the key figure in a school's success or failure. Hence, principal training has become critical strategy in procuring educational advantage. Other training modes of principal training design training activities around the improvement of principal capability, with the hope of improving school through capability improvement. However, effect of such training is not so satisfactory. Recently, some training agencies attempt to organize training around school improvement practice, improve the capability of principal during the process of school improvement. Such mode is called School Improvement Based Principal Training (SIBPT). SIBPT is welcomed by the principal in practice and becomes the direction for principal training. This research aims at exploring the theoretical framework, operational procedures and training strategies of SIBPT, concluding the experience and strategy in practice, putting forward advice for further improvement.

  This research employed literature review and action research, attempted to explore the theoretical framework, operational procedure and training strategies of SIBPT. In considering Advanced Seminar in School Administration Innovation and active Leadership of GuiZhou Province as a case study. This paper displayed SIBPT in practice and summarized experience and strategies in practice and put forward advises for future improvement of SIBPT.

  This research holds that, SIBPT designs training activities around school improvement, takes school improvement practice as carrier, improves the principal's capability through school improvement practice, and realizes win-win relationship between school and principal. The most significant difference between SIBPT and other training modes lies in the strategies in improving the principal's capability. SIBPT linked to school improvement closely in training needs investigation and training design; The targets of training is chosen on the base of school. Leaders in charge of different work were trained in different classes; The operational procedure is three phases, concentrated training, school-based training and experience exchange, such arrangement facilitates shifting the training focus to school improvement practice, and improve principal in practice thus propel school development. The training strategies of SIBPT include experiencing training, lecture, participatory seminar and experience exchange, field trip and training. The evaluation of SIBPT is school-improvement-oriented.

Key words: Training for Primary; Middle School Principal; School Improvement

（郑玉莲高等教育学专业华东师范大学硕士学位论文）