批判反思型校长培训课程研究

摘要：校长是学校的领军人物，从某种意义上讲，校长是一个学校的灵魂，校长素质的高低直接决定着学校发展的优劣。所以，校长培训是事关学校发展的大事。而培训课程作为校长培训的基石，是实施校长培训的最主要依据，也是取得培训实效的最有力保障。通过调查，审视现行的校长培训课程，其存在的问题主要有：在课程目标上，忽视了对校长反思素质和能力的培养；在课程内容上，校长应具备的反思素质只有极少内容能在培训课程中得以体现：在课程模式上，多数校长认为较能促进反思的培训课程模式未能得到较好地实施；在课程评价上，未能形成促进校长批判反思素质培养的课程评价体系，这些问题的存在便是本研究提出的现实背景。

首先，本研究以培训课程的现存问题为着眼点，基于当今世界培训课程观的转变，依存于“促进校长反思素质的发展”的核心理念，提出了批判反思型校长培训课程的内涵是校长对自身及实践进行批判反思的经验，分析了批判反思型校长培训课程生成性、解构性、连续性、整体性、反思性、批判性等基本特征。

其次，本研究以校长“反思人格”、“反思行为”、“反思文化”的发展为指标，提出了培养校长对思维方式反思、对情感意志反思、对道德品质反思，对领导类

型反思、对学校管理行为反思、对办学思想反思、对学校文化反思的目标体系。

第三，本研究以培训方的专业导航、培训方开展的合作学习、培训方指导下的自我反思为反思的路径，提出了理论研修、教育会诊、自我诊断、行动研究等批判反思型校长培训课程模式。针对理论研修模式，提出了以培训需求分析为课程实施的前提，以启发、对话、探究等为教学方式，以显性知识和隐性知识的共同开发为课程内容:针对教育会诊模式，提出了案例会诊式和现场会诊式;针对自我诊断模式，提出“自我反省—追问式慎独”方式和“自学辅导—批判式阅读”方式：此外，在上述模式基础上，提出揉和以上三种模式的行动研究模式，并指出行动研究的切入点是主客观认识的差距，行动研究的结构是计划、行动、考察、反思的螺旋式结构，行动研究的具体操作是“问题刷选—理论优选—运用与反思”及“理论培训—现场诊断—跟踪与反馈”两种方式。

最后，本研究以建立促进校长全面反思的评价体系为依托，注重评价主体的全体性，即从校长自我和他我两方面进行评价;注重评价内容的全面性，即从促进校长反思的显性知识和隐性知识两个途径进行评价;注重评价方式、方法的有效性，即着重以质的评价方法和形成性评价方式对校长培训进行跟踪式评价。

关键词：批判反思型校长；校长培训；培训课程

总结：1、本文可以分为四个部分。第一个部分以培训课程的现存问题为着眼点，提出批判反思型校长培训课程的内涵是校长对自身及实践进行批判反思的经验，分析了批判反思型校长培训课程生成性、解构性、连续性、整体性、反思性、批判性等基本特征。

2、第二部分提出了培养校长对思维方式反思、对情感意志反思、对道德品质反思，对领导类型反思、对学校管理行为反思、对办学思想反思、对学校文化反思的目标体系。

3、第三部分针对理论研修模式，提出了以培训需求分析为课程实施的前提，以启发、对话、探究等为教学方式，以显性知识和隐性知识的共同开发为课程内容；针对教育会诊模式，提出了案例会诊式和现场会诊式等，并在此基础上，提出揉和以上三种模式的行动研究模式。

4、第四部分阐述了批判反思型校长培训课程评价体系，要求评价是要注意评价主体的全体性；评价内容的全面性；评价方式的有效性以及注意形成性评价的合理利用。

Abstract: The schoolmaster is the lead of school. From certain point the schoolmaster is the soul of school. The schoolmaster's quality can determine the future development of school. Therefore, training the schoolmaster is very important for school development. As the basis of schoolmaster training, training curriculum is the main warrant of schoolmaster training, and it can ensure that the training get actual effect. Through investigation on the existing schoolmaster-training curriculum, the main problems are as the following: on the goal of curriculum, it neglects training schoolmaster's quality and ability of re-thinking. On the content of curriculum, there are a few curriculum can embody schoolmaster's quality of re-thinking. On the model of curriculum, schoolmaster thinks that those curriculum models that can promote re-thinking are not well used. On the estimate of curriculum, it despises the production evaluation, estimate of quality and schoolmaster's self-estimate. These problems make the schoolmaster think that the training has no actual effect, which is also the background of this study.

    Firstly: Based on the existing problems of training curriculum, the change of value of training curriculum, the main idea of promoting the development of schoolmaster's re-thinking quality, this study advances that the meaning of criticism and re-thinking model of schoolmaster training curriculum is the experience of schoolmaster's re-thinking to himself and his practice, analyzes the characters of criticism and re-thinking model of schoolmaster training curriculum: creation, continuum, whole, re-thinking, criticism.

    Secondly: this study puts the development of schoolmaster's re-thinking personality, re-thinking behavior, re-thinking culture as target, then advances that we should train schoolmaster's re-thinking of thinking style, of emotion will, moral character, leading style, school management behavior running school idea, school culture as goal system.

    Thirdly: through the specialty guidance, cooperation study and self-thinking guided by trainer, this study put forward some criticism and re-thinking models of schoolmaster training curriculum, such as: theory study and research, education consultation, self- diagnosis and behavior researches. At the same time, based on training need analysis, using illumination, dialogue and exploration as teaching method, using the exploitation of explicit knowledge and implicit knowledge as curriculum content, to education consultation model, it advances that case consultation model and extempore consultation model; To self-diagnosis model, it advances that self-reflection model and self-teaching-criticism reading model. Further more, based on these models, it advances behavior research model that interjects these three models. It also bring forward that the basis of behavior research is the differences of subjective cognition and objective cognition; The structure of behavior research is helix model of plan, behave, review and self-feedback; The concrete operation of behavior research is choosing problem-selecting theory-applying and self-feedback model and theory training-extempore consultation-tailing and feedback model.

Lastly: based on promoting the evaluation system of schoolmaster's all-round re-thinking, this study focuses on the whole of evaluation persons, that is to say, evaluating from schoolmaster himself evaluate and other's evaluate; focuses on all parts of evaluate content, that is to say, evaluating from promoting explicit knowledge and implicit knowledge of schoolmaster re-thinking; focuses on the availability of evaluate way and method, that is to say, using continuing evaluate for schoolmaster training through quality evaluate method and production evaluation.

Key words: criticism and re-thinking model of schoolmaster; schoolmaster training; training curriculum

（阮红芳课程与教学论专业西南师范大学硕士学位论文）