摘要：我国著名教育家陶行知曾说，校长是一个学校的灵魂，要评论一个学校，先要评论它的校长。一句话点明了校长的责任和使命。国际教育界公认的一个基本规律是：校长的素质和能力在很大程度上决定一所学校的成败。有了高素质的校长，才能带出高素质的教师，办出高水平的学校，培养出高质量的人才。而校长培训是提高校长整体素质和能力的有效途经。中学校长培训工作经过。“八五”、“九五”、“十五”十几年的努力，取得了较大成绩，但也存在着不少问题。本研究通过访谈、问卷调查，对欠发达地区吉安市中学校长能力本位培训的情况进行了解，并对能力本位培训工作存在的主要问题及成因进行了分析。

针对欠发达地区中学校长能力本位培训工作中存在的主要问题，借鉴国外中学校长能力本位培训工作的一些经验，提出了五个方面的对策思考：完善培训经费保障机制；做好中学校长需求分析；建立有效激励措施；加强师资队伍建设；开展多样化培训。

关键词：欠发达地区；中学校长；能力本位培训；对策研究

总结：1、本文大致可以分为四个部分。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，并对文章的研究方法进行了说明。

2、第二部分重点围绕国外中学校长能力本位培训的特点及启示这个主题进行阐述，发现其具有提高校长领导能力和管理技巧的特点。并从中得到了以下启示：（1）要以工作为目标，强调开发和提高学习者胜任工作的能力；（2）培训内容要专业化且富有时代气息；（3）培训方法要多样化，且与培训理念紧密相联；（4）要注重培养校长“依法管理学校”的观念；（5）要关注教师队伍建设。

3、第三部分所要着重突出的重点是：我国欠发达地区中学校长能力培训工作存在的突出问题及成因。通过调查分析发现培训经费投入不够、校长参训动力不足、师资队伍建设难以适应校长能力本位培训工作的要求、培训需求分析不够等都是存在的问题。

4、第四部分就上述所发现的问题进行分析后得出建议和策略，具体包括：（1）做好需求分析，按需施教，是实施校长能力本位培训的基础；（2）建立有效激励机制，是实施校长能力本位培训的前提；（3）开展多样化培训，是实施校长能力本位培训的有效措施；（4）加强师资队伍建设，是实施校长能力本位培训的关键；（5）完善培训经费保障机制，是实施校长能力本位培训的保证。

Abstract: The famous educator Tao Xingzhi once pointed out that headmaster is the soul of a school. The evaluation of a school is dependent of the ability of its headmaster, which fully indicates the strong responsibility and heavy mission of the headmaster. It is widely believed in international education field that the quality and ability of a headmaster play a decisive role in the successful management of a school.

A high-quality headmaster can ensure high-quality teacher staffs, run a high-quality school, and cultivate high-quality talents. Headmaster training has been proved to be an effective way to improve the quality and ability of headmasters. The middle- school headmaster training has made great achievements in the past fifteen years after witnessing the eighth, ninth and tenth "Five-Year Plan". However, there are still many problems to be solved. The present research attempts to make a thorough investigation on the headmaster ability-oriented training in the underdeveloped area, i.e. Ji'an city through interviews and questionnaires. We mainly focus on analysis of the key problems and their causes in the ability-oriented training.

Meanwhile, in connection with the major problems in the middle-school headmaster ability-oriented training in underdeveloped areas and drawing lesson from the headmaster ability-oriented training in China and abroad, the present paper presents five strategies to cope with these problems, i.e. to perfect the financial safeguard systems in training; to make a need analysis of headmasters in middle schools; to establish an effective invigorative regulations; to strengthen the construction of teachers staffs and to diversify the training activities.

Key words: underdeveloped area; middle-school headmaster; ability-oriented training; strategies research.

（刘文演教育管理专业江西师范大学硕士学位论文）