统筹城乡教育背景下重庆市农村中小学校长专业发展力的策略研究——以重庆市F县为个案

摘要：在我国基础教育阶段,存在着城乡中小学校长专业发展水平二元化倾向。统筹城乡教育需要统筹中小学校长的专业发展,其中校长的专业发展力是前提,是最原始的动力。校长专业发展力有如发动机一般,能够为校长专业化的提供动力,从而加快校长专业化的速度,它是实现校长专业发展目标的拉力和助推力。校长专业发展力是多种力的集合,其的核心分力包括学习力、领导力、反思力。统筹城乡教育背景下,统筹城乡中小学校长专业发展力是提高校长专业发展的核心,也是实现基础教育均衡发展,实现教育公平的关键。农村中小学校长作为基础教育的弱势群体,他们的专业发展力理应受到重视。文章的研究思路好观点如下：

导论部分,阐述了研究缘起、研究意义,对国内外相关研究做了梳理,并交代了研究思路和研究方法。

正文第一部分,对统筹城乡教育发展的内涵进行了分析,同时剖析了统筹城乡教育发展的基本要义,阐述了重庆市作为统筹城乡教育综合改革试验区所获得的经验,以此为背景论述了提升校长专业发展力对统筹城乡教育,实现城乡教育一体化的意义。

正文第二部分,通过对重庆市F县的农村中小学校长专业发展力的主要分力:农村校长学习力、农村校长领导力、农村校长反思力的现状进行了调查、访谈,发现得出重庆市F县农村中小学校长专业发展力主要存在着以下几个问题:(一)农村校长的终身学习能力欠缺,阻碍着农村校长的长远发展;(二)农村校长的领导力水平低下,制约了校长对学校的领导;(三)农村中小学校长的反思性力不足,成为了制约农村校长专业发展力提升的关键。农村中小学校长的专业发展能力的这些状况已经严重影响着农村中小学校长的专业发展,制约了F县农村学校的教育水平,导致城乡基础教育的差距越拉越大。

正文第三部分,探寻导致F县农村中小学校长专业发展力低下的原因。F县农村中小学校长专业发展力水平低是由内外因共同造成的。内因主要包括:农村中小学校长自我学习规划性不强,缺乏终身学习的环境;缺乏对自身领导力培养,教育领导方式陈旧;反思模式不健全,反思缺乏监控性。外闵主要是缺乏农村校长专业发展力的外部保障机制:缺乏科学的农村校长培养机制;缺乏专业化的农村校长考核评价机制;农村校长专业发展力规划机制不完善等。

正文第四部分,寻找提升F县农村中小学校长专业发展力的策略和建议。通过对影响农村中小学校长专业发展的问题的分析框架得知,要提升农村中小学校长专业发展力,需要内外兼顾,建立起一套长效机制。内部因素主要依靠农村中小学校长的自身的努力,不断提升其专业发展力:营造农村中小学校长终身学习的环境,培育学习型的农村校长;开发农村中小学校长领导力,不断提高农村校长的领导层次;构建农村中小学校长的反思性监控体系,不断提高校长自我反思的能力。同时也需要从外部因素上下功夫,标本兼治,从实际出发,建立起一套完善的提升农村校长专业发展力的外部保障机制:创设健全的农村校长培训机制;健全农村校长的考核评价机制;建立系统的农村校长专业发展力规划机制。

关键词:统筹城乡教育;农村中小学校长;专业发展力;

Coordination of urban and rural education under the background of the rural school principal in chongqing

professional development strategy research of ability

——take F county in Chongqing as an example

Abstract：In our country of the primary education there is a tendency that the development of headmasters' professional ability between the urban and the rural of the secondary and primary headmasters is out of balance. The development of the headmasters' professional ability plays a key role in the balanced overall development of the rural and urban education. The development of such ability can improve the process of professional headmaster.The collective ability for the learning ability, the leadership, and the introspective ability is the "professional headmaster".It also plays a key role in realizing the fairness of education.As a disadvantaged group,the headmaster of the rural should get much attention.The opinions of the researching clue are as follow.

The introduction states the reasons and meanings of the research5the processed information of such similar research,and the clue and meathods of this research.

The first part of the text analyses the content of the balanced overall development of the rural and urban education,and the experience got by Chongqing as the test zone in the comprehensive educational reform of the rural and urban.Besides,it states the meanings of improving the development of professional headmaster in developing the rural and urban education uniformly.

The second part of the text: An investigation about these three abilities of these headmasters in F county of Chongqing. There are several problems in the development of professional headmaster. Firstly, the rural headmasters lack the lifelong learning ability, which hinders the long-term development of the rural headmaster. Secondly，the low leadership hinders their management to the school. Thirdly, there is a lack of introspective ability. These problems have terribly affected the development of their professional ability and the educational quality of the F county. Therefore.the development of headmasters' professional aiblity and the F county's education of rural schools have been terribly affected by these problems.And the primary educational gap between rural and urban is becoming more and more fierce.

The third part of the text：The reasons of the F county's low development of the headmasters' professional ability. The internal causes: their low planning ability of learning,the lack of cultivation of their leadership and introspection. The external causes:the lack of outside support system, of scientific training system, and of professional evaluating system, and the faulty planning system.

The fourth part of the text：The strategies and suggestions for improving the development of the rural headmasters'professional ability. lt is a must to establish a long-term effective system. For example, the headmasters should rely on themselves to improve their learning ability, their leadership and their introspective ability. Besides, a perfect security system like training system, evaluating system, and well-found planning system should be established.

Key words: coordination of urban and rural education; rural school principal; professional development ability;

（彭茂辉 教育学原理专业教育社会学方向西南大学硕士学位论文）