情境式中小学校长培训模式研究

摘要：我国在近二十年的时间里进行了大规模的中小学校长培训，对提高中小学校长队伍的整体素质起到了极大的作用。但是，随着时代的发展，培训的有效性不足的问题也受到了广泛关注。

  本文从培训活动的情境性入手，将校长培训纳入情境的学习模式。拟在“真实的情境、再现的情境、扩充的情境”中，克服校长已有的个人知识与客观知识之间、培训中的知与行之间的阻隔，提高校长培训的有效性。

  情境式中小学校长培训模式的构建，有助于丰富现代化、多样化校长培训模式体系，可以为培训部门提供可选择的操作模式，为提高中小学校长培训质量、效果和校长自身发展服务，具有理论与现实的价值。

  我的论文从以下5个部分展开。第一部分，引言，明确选题的原因、研究的方案和对相关研究文献的综述。第二部分，对情境式中小学校长培训模式的界定，指出什么是情境式中小学校长培训模式，及其特点与建立的意义。第三部分，对该模式的三个要素及要素之间的互动关系的分析，包括作为学习者的参训校长、作为引导者的培训教师与作为培训中介的情境。第四部分，情境式中小学校长培训模式的情境创设。从真实的情境、再现的情境、扩充的情境来阐述情境创设的途径。第五部分，情境式中小学校长培训模式的实践。从情境式中小学校长培训模式的目标设置，在情境中明确问题，引出目标、创设情境，启发思考、入情入境，自主探索、情境交融，协作互助这四个环节以及反思渗透这几部分解决该模式的具体操作问题。最后附加该模式的实践案例。

关键词：情境；校长培训；培训模式

总结：1、本文大体可以分为5个部分。第一部分是文章的引言，阐述了选题的缘由，研究的相关文献的大体概述。

2、第二部分对对情境式中小学校长培训模式的界定，界定了情境式中小学校长培训模式，及其特点与建立的意义。

3、第三部分对情境式中小学校长培训模式的各个要素之间的关系进行了说明，这其中包含参训校长、培训老师以及培训中介等。

4、第四部分则是情境式中小学校长培训模式的情境创设。从真实的情境、再现的情境、扩充的情境来阐述情境创设的途径。

5、第五部分是关于情境式中小学校长培训模式的实践。从情境式中小学校长培训模式的目标设置，在情境中明确问题，引出目标、创设情境，启发思考、入情入境，自主探索、情境交融，协作互助这四个环节以及反思渗透这几部分解决该模式的具体操作问题。

Abstract: In the recently twenty years, we have been organizing the large-scale headmaster training in our country, which plays an important role in enhancing the overall quality of the teaching troop. However, with the development of society, the inefficiency of training has arisen widespread attention.

  This article obtains from the training situation and puts headmaster training into the situation of study model. Under the circumstances of" the real situation, the reappearance situation, the expansion situation's, we overcome the barriers between in individual knowledge which the headmasters already have and the objective knowledge, the barriers between “know" and “do” in the training, as well as enhance validity of headmaster training.

 Constructing the model of situation headmaster training, is helpful to the enrich modern, diverse pattern system of headmaster training, is able to provide the operation pattern for the training department which may choose. What’s more, it has the theory and the reality value to enhance the quality of elementary and middle school principal training, effect and their own development.

 My article is divided into five parts. The first part is the introduction, which explicitly proposes reason of this model, the research plan and the correlative research of literature summary. The second part defines training model of headmasters, points out the meaning and characteristic of headmasters, and the significance of this model. The third part carries on the analysis to three essential factors of this model including teacher training, principal and situation as a agency. The fourth part is the situation establishment of situation headmaster training model. Through the real situation, the reappearance situation, the expansion situation we elaborated the pathway of situation establishment. The fifth part is the practice of situation headmaster training, which draws out the goal, the establishment situation, the inspiration of thought, the independent exploration in the situation, the mutual cooperation and reconsiders from the question, which solve the operation problem of this pattern. Finally, the article attaches the practice case of this model.

Key words: Situation; headmaster training; training model

（谭玉菡教育学原理专业湖南师范大学硕士学位论文）