农村中小学校长培训课程设置研究

摘要：农村基础教育的发展日新月异，对作为学校主要成员的校长提出了挑战。农村中小学校长培训为校长发展提供了途径和平台，其实效性受到了越来越多的关注与重视。培训效果的提高依赖于良好的制度保障和培训模式等，而课程建设是其中的核心环节。因此本文立足于提高培训的效果，着重探讨课程建设的问题。对农村中小学校长培训课程存在的一些问题，展开了调查研究，结合相关的课程理论，对构建良好的培训课程献言献策。

在广泛查阅校长课程相关研究资料的基础上提出了影响课程的理论因素，分别从“课程设置”和“校长”这两个特征词方面搭建理论基石，认为“建构主义课程观”、“校长专业发展”和“成人学习”等相关的理论研究成果对校长培训课程的构建至关重要，在这部分的探讨中表明了自己明确的理论立场，为下面文章的展开规定了基调。

对湖北省农村中小学校长培训课程的评析和调查研究是课程研究的实践基础。结合此对校长培训课程进行问卷调查和相关访谈，调研结果表明了农村中小学校长参训积极性高，在目标制定上倾向于自主式的目标制定，在课程实施上希望接受案例、实践考察等实践性较强的实施方式，并期望接受短期培训，课程内容上排在首位的是管理类的课程。如何改进过去培训课程存在的不足，满足校长需求是课程构建应该努力的方向。

在理论和实践研究基础上，对农村中小学校长培训课程的构建提出了一些切实的建议。认为在目标制定上要突出针对性和自主性，做到表述具体、客观可行，在内容选择方面要确立思想类课程的主体地位，并强化实践类课程的实施，同时注重隐性课程、网络课程和地方课程等各种课程资源的开发和研究。在课程评价上要结合自评和他评、过程性评价和形成评价、发展性评价和奖惩性评价，做到严密公正。在课程理念的指导下提出了“湖北省农村中小学校长培训课程方案”的构想。

关键词：校长培训；课程；校长专业化

总结：1、本文大致可以分为五个部分。第一个部分是文章的引言部分，从整体上国内外关于这方面主题的情况，阐述了文章中得一些概念的界定。

2、第二部分则是主要来论述农村中小学校长培训课程设置的理论依据是什么？其主要是从三个大的理论来进行阐述的，既建构主义课程观、校长专业化理论以及成人教育理论。

3、第三部分对湖北省农村中小学校长培训课程现状进行了一系列的分析。包括调查问卷的设计和有关的调查结果。在这其中，着重对校长经验的课程内容需求和注重自主开放的课程实施方式需求进行了说明。

4、第四部分从制定全面具体的培训课程目标、组织丰富多样的培训课程内容、构建合理适宜的培训课程结构、采取灵活多样的培训课程实施方式以及运用科学严密的培训课程评价策略这几个方面来说明如何构建农村中小学校长培训课程设置优化方略。

5、第五部分则是对湖北省农村中小学校长培训课程方案，从培训目标、课程模块、课程安排、教学形式、课程评价5个大的方面进行了说明。

Abstract: The rapid development of basic education in rural areas brings forward a great challenge to the school principals which are the main members of the schools. The training of principals provides a platform for the development of the rural primary and secondary school principals, so its effectiveness draw a increasing attention. The effectiveness of training depends on its well order, mode, in which curriculum development is the core element. Through the investigation of the problems in principal training, this paper focuses on the curriculum development in order to improve the training effectiveness.

"Constructivist curriculum", “The theory of principal professionalism “and "the Learning theory of adult" are the cortical foundation for the construction of training curriculum, which points out the direction for reforming the curriculum. The research on the training courses for principals of primary and secondary school in rural areas of Hubei Province is the practical foundation for the curriculum construction. Survey results show that principals are highly positive to the principal training. They show a tendency of autonomous goal-setting in course objective, case teaching in course method, and look forward to short-term training. As to the contents of curriculum, the management curriculums are in the first place. How to overcome the shortcomings of the previous training curriculum and how to meet the demands of principals point out our future direction for strive.

Based on the theory and practical study, we propose several recommendations to the construction of curriculum for the principals of primary and secondary school in rural areas. In the objective construction of the training; we should direct towards subjectivity, comprehensiveness, development and practicality. The contents of curriculum should be able to establish the dominant position of educational curriculum and to strengthen the implementation of practical courses. At the same time the training curriculum should pay attention to hidden curriculum, online courses and local courses. The curriculum evaluation should combine with the self-assessment evaluation, possessive evaluation, etc. Based on the study of curriculum idea, a scheme named "training programs for principals of primary and secondary school in rural areas of Hubei Province" is proposed.

Key words: Principal Training; Course; Principal Professionalism

（郭云霞课程与教学论专业华中师范大学硕士学位论文）