教育家型校长培训的问题及对策研究

摘要：我国的中小学校长培训历经“八五”到“十一五”几个发展阶段，在近20年的历程中，随着培训规模不断扩大、培训质量稳步提升、培训质量逐步完善，中小学校长培训体系初步建立。而教育教学实践的不断发展变化，要求校长培训也不断创新。特别是“教育家办学”提出以来，关于教育家型校长的研究就悄然兴起，近些年来关于教育家型校长培训的相关实践和研究，充分运用了中小学校长培训所取得的成果。但是，教育家型校长与一般中小学校长的成长需求不同，这对校长培训提出了新的任务和要求，在具体实践中难免存在这样那样的问题。

    基于上述认识，本研究试图综合运用文献法、访谈调查法，对教育家型校长培训的问题及对策进行认真细致的研究。论文主要包括五个部分：

    第一部分为绪论，主要包括问题缘起、研究目的与意义、研究思路与方法、

研究内容和核心概念。

    第二部分是相关的文献综述，主要包括教育家办学的相关研究、教育家型校长的研究综述和校长培训的研究概述。

    第三部分是关于教育家型校长培训的现状分析，这里并不等同与第二部分中的文献综述，而是主要介绍了当前有关教育家型校长培训的实践活动，进而分析了教育家型校长的成长需求和培训需求。

    第四部分是教育家型校长培训的问题及成因分析，问题主要体现在以下方

面：一是培训意识不足，打击了培训的积极性和主动性；二是培训体制尚不完善，

培训管理制度不足；三是培训课程设置缺乏特色，培训的实效性和针对性不足；

四是培训模式针对性不强，缺乏专门的培训模式；五是培训师资分布不均，师资

队伍建设仍需加强；六是评估体系尚不完善，培训质量难以评估。

    第五部分是关于改进教育家型校长培训问题的对策研究，主要对策有：强化

培训意识，科学定位教育家型校长培训；合理制定培训目标，增强教育家型校长

参加培训的主动性和积极性；健全培训管理体制，完善教育家型校长培训的制度

保障；合理设置培训课程，增强培训的针对性和实效性；改进培训形式和方法，完善教育家型校长培训模式构建；建立培训师资管理制度，加强教育家型校长培训师资队伍建设；改进培训评估，以评促管推进教育家型校长培训发展；校长培训与自我管理相协调，共同为校长成长提供动力。

关键词：教育家型校长；培训；问题；对策

总结：1、本文可以大致分为五个部分。第一部分主要概括阐述了本文中问题缘起、研究目的与意义、研究思路与方法、研究内容和核心概念。

2、第二部分对教育家办学的相关研究、教育家型校长的研究综述和校长培训的研究进行总体的概述。第三部分分析了教育家型校长培训的现状，介绍了当前有关教育家型校长培训的实践活动，并借此分析了教育家型校长的成长需求和培训需求。

3、第四部分是教育家型校长培训的问题及成因分析，问题主要体现在以下方面：（1）培训意识不足，打击了培训的积极性和主动性；（2）培训体制尚不完善，培训管理制度不足；（3）培训课程设置缺乏特色，培训的实效性和针对性不足；（4）培训模式针对性不强，缺乏专门的培训模式；（5）培训师资分布不均，师资队伍建设仍需加强；六是评估体系尚不完善，培训质量难以评估。

4、第五部分是关于改进教育家型校长培训问题的对策研究，主要对策有：强化培训意识，科学定位教育家型校长培训；合理制定培训目标，增强教育家型校长参加培训的主动性和积极性；健全培训管理体制，完善教育家型校长培训的制度保障；合理设置培训课程，增强培训的针对性和实效性；改进培训形式和方法，完善教育家型校长培训模式构建等。

Abstract: Middle school principal training experiences in our country has undergone from the "Eighth five-year plan" to the" Eleventh five-year plan "several development stages. For nearly 20 years of course, with the increasingly training scale, the steadily rising training quality and the training quality also has been improved gradually, the school principal training system has been set up. Along with the development of the education teaching, training is also in innovation. Since the Educators sponsoring is put forward, research of the educator type principal has been emerged quietly; particularly in recent years due to the practice and research of educator type principal training, even apply the achievement of training school principal to the development of the educator type principal. However, because the educator type principal and general school principal growth needs are quite different, it proposes the new requirements and tasks for the educator type principal, so there are such problems in practice.

    Based on the above understanding, this research attempts to use comprehension of literature and interview investigation method to carefully research the problems and countermeasures of educators training principals. This paper includes five parts:

    Part one is the introduction, mainly includes the origin of the problem, research purpose and meaning, the research thought and method, content and core concept.

    Part two was the relevant literature; it mainly introduces the related research of educators running, educator type principal and the principal training research literature.

    Part three is about the present analysis of the educator type principal training, it

is not the same with the second part of the literature review, but mainly introduces the educator type principal training practice activities, and analyzes the growth needs and training needs of educator type principal.

    Part four is analysis of problems and reasons on the educator type training principal, the main problems are: first is shortage of consciousness and attention to the training, which takes a hit on initiative of educator type principal training; Second is training system is not complete and the training management system is insufficient;

Third is the course arrangement is less characteristic, and the effectiveness of the

training and pertinence are insufficient; Fourth is that the training pertinence are not strong, has not been formed special educators type the principal training mode; Fifth

is the uneven distribution of training teachers, still need to strengthen the construction of teachers' team; Six is the principal training quality evaluation system is not comprehensive, need to be further improved.

    Part five is about the improvement of the educator type principal training and solutions to the problems of the research, which includes: Strengthen the training consciousness, and locate scientific educator type principal training; Define the training needs, make training target, and enhance the initiative and enthusiasm of the principal to participate in training; Improve the training management system and institutions sound construction and complete the training system guarantee; Set up reasonable training courses and enhance the pertinence and effectiveness of training.

Improve training mode and method, perfect training mode of the principal educator.

Establish the teachers training management system, and strengthen teachers procession construct of educator type principal training; Promote evaluation assessment; use the method of assessment, management and promotion to develop educator type principal training.  Coordinate in the principal training and self -management, which will be the power together for the principal to grow.

Key words: Educator Type Principal; Training; Problem; Countermeasures

（代蕊华教育经济与管理专业华东师范大学硕士学位论文）