农村义务教育阶段校长培训的现状与对策研究

——以江苏省D县为例

摘要：在基础教育改革的进程中，农村教育的发展体现、决定和制约着我国基础教育长远健康的发展，而校长在办学过程中起着关键的核心作用，这就迫切需要一支高素质的农村校长队伍引领和推动农村教育的发展。因此，加强对农村义务教育阶段校长培训工作的研究，建立农村校长培训的创新机制，对提高农村校长队伍的整体素质，提升农村义务教育阶段的办学水平，推动城乡义务教育的均衡发展具有重要的现实意义。

位于苏中地区的江苏省D县是一个农业大县，“十一五”以来，县委县政府坚持教育优先发展战略，全县所有学校均建成合格学校，但是，农村义务教育阶段学校办学水平还落后于城镇学校。通过查阅文件资料、问卷调查、个别访谈等途径发现，D县在农村义务教育阶段校长培训方面还存在着诸多问题。如培训目标定位未能突出个体发展和具体化；培训内容和方法不能满足实际需求，缺少针对性和实用性；培训的常态化管理机制尚未形成，培训的质量难以保证；培训基地建设明显滞后，培训功能和作用发挥有限。所有这些问题，影响了校长队伍素质和办学水平的提高。在提倡教育家办学的新形势下，针对农村义务教育阶段校长培训工作中存在的主要问题，结合国内外校长培训工作的先进理念和实践经验，从推进当前教育改革与素质教育深入发展的视角出发，农村义务教育阶段校长培训应该进一步健全和完善培训机制、培训目标、培训课程、培训模式、培训基地和培训制度。相信只要在校长培训过程中注意采取相应的对策，一定能取得理想的培训效果，从而也在农村义务教育阶段学校实现教育家办学的愿望。

关键词：农村义务教育；校长培训；现状与对策

总结：1、本文可以大致分为三个部分。第一部分首先提出了文章所要研究的中心问题并大致分析了国内外有关中小学校长培训的研究现状。

2、第二部分则是围绕农村义务教育阶段校长培训现状这个主题进行更为详细的论述，其中以江苏省D县为例。首先概述了D县的基本情况与农村义务教育阶段校长队伍现状。根据调查结果，得出目前存在以下问题：（1）培训目标定位未能突出个体发展和具体化；（2）培训内容和方法不能满足实际需求，缺少针对性、实用性；（3）培训的常态化管理机制尚未形成，培训的质量难以保证；（4）培训基地建设明显滞后，培训功能和作用发挥有限。

3、第三部分主要是关于农村义务教育阶段校长培训的对策与思考。提出了以下几个方面的对策来解决目前存在的问题：（1）重视农村校长培训工作，切实健全培训机制；（2）把握农村校长培训特点，准确定位培训目标；（3）围绕农村校长培训重点，加快建设培训课程；（4）增强农村校长培训实效，建立多元培训模式；（5）优化农村校长培训资源，做强县级培训基地；（6）强化农村校长培训管理，完善各项培训制度。

Abstract: During the process of basic educational reform, the development of rural education, decisions reflects, determines and restricts the long-term healthy development of basic education in our country. School principals play a key role in the running process and a high-quality principal team in rural areas is urgently needed to lead and promote the development of rural education. Therefore, it is of realistic significance to strengthen the research in training rural principals at the compulsory education level, to set up a creative training mechanism for the rural principals, to improve the training quality, to enhance the overall quality of rural principals, to promote the school-running level of rural compulsory education, and to achieve a balanced compulsory education development in both rural and urban areas.

D County is a large a cultural county in the middle areas of Jiangsu Province. Since the "Eleventh Five-Year" Project, the county government adheres to the policy of giving priority to educational development. All schools were built to be eligible schools, however, the level of rural compulsory education is left behind than the urban schools. Through literature review, questionnaires, interviews, it is found that there are still many problems in D County principal training at the compulsory education level. For example, training fails to target the individual development; training content and methods cannot satisfy the actual demand and lack relevance and practicality; training management mechanism has not been normalized; it is difficult to guarantee the quality of training; training base construction has lagged far behind; training play a limited role in function.

All of these problems affect the quality of principals and school levels. Under the condition of promoting educators to run schools, considering the main problems at work in the principal training for rural compulsory education, using advanced concepts and practical experience in the work of principal training at home and abroad, promoting the further development of current educational reform and quality education, principal training rural compulsory education should further improve and perfect the training system, training objectives, training courses, training modules, training bases and training system. We believe that the desired training effect will be achieved as long as appropriate countermeasures can be taken in the training process and aspirations of educators to run schools in rural compulsory education can be filled.

Key words: rural compulsory educations; school principal training; condition and strategy

（顾玲玲教育管理专业南京师范大学硕士学位论文）