摘要：校长专业发展已成为我国 21 世纪教育领域中亟待解决的重大课题，是影响当前教育改革不断深化的重要因素，也是推动学校改进和学校师生可持续发展的前提条件。根据我国的国情，农村学校的教育教学改革在很大程度上反映了我国教育改革的整体水平，因此，探讨农村学校校长专业发展的理论基础与实践路径具有重要的理论价值和现实意义。

本研究通过对一位农村小学女校长的专业发展进行个案研究，运用叙事研究的方法对其专业发展历程进行梳理，探析其专业发展历程中的内外影响因素，以此为其它农村学校校长的专业发展实践提供借鉴。

校长专业发展是一个不断学习和更新的阶段性可持续发展过程，具备自主性、阶段性、持续性和复杂性的特点。D 校长的专业发展经历了职前预备期、入职适应期、称职成长期和笃职成熟期四个阶段。在 D 校长的专业发展历程中受内外两个因素的影响。就内在因素而言，其自身的专业结构、专业涵养和专业信仰在 D 校长专业发展过程中起着决定性作用；外在因素又包括若干方面，学校师生、上级领导、教育同行、社区村民的期待是 D 校长专业发展的动力来源；家庭的支持为 D 校长的发展打下了坚定的基础；参加校长培训和给其他校长做培训加快了 D 校长的专业发展速度；政府的支持是 D 校长专业发展的重要保障；社会资源的整合在 D 校长的专业发展过程中起着重要的作用。

通过对 D 校长专业发展的历程和影响因素分析，我们可以看出内因驱动是校长专业发展的重要前提，农村学校校长应该立足于农村学校的长远发展，不断地强化自发改进意识，积极制定发展规划，认真分析自主发展优势，尽力展示个人特长，积极反思自身成长历程，不断梳理经验教训，克服自我思维定势，努力突破发展局限。此外，也应该重视外界环境对农村校长专业发展的影响，积极开展校长专业培训，提高农村校长专业发展的基本素养；健全多端机制，强化农村校长专业发展的动力系统；加大政府支持力度，出台农村校长专业发展的相关政策；增进社会关切程度，创设农村校长专业发展的舆论氛围。

关键词： 农村学校；小学校长；专业发展；个案研究

Abstract：Principals’ professional development has become a major issue in the field of education in the 21st century in China . It is an important factor to impact the current education and the reform, and it is also a prerequisite for promoting school improvement and the sustainable development of teachers and students. According to our national conditions, the educational reform of the rural schools reflects the overall level of China’s educational reform. Therefore discussing the theoretical basis and practice of rural school principals’ professional development path has important theoretical and practical significance. This study is a case by the professional development of a rural primary school headmistress, and using narrative research methods to sort out her professional course of development. Analysis of internal and external influencing factors in the course of her professional development provide a reference for other rural schools principals’ professional development practice.

The principals’ professional development is a continuous learning and updating stage of sustainable development. It has autonomy, stage, persistent and complex characteristics. D principals’ professional development has experienced four phases, including probationary period, adaptation period, incompetent growth period ,and mature period. D principals’ professional development is affected by both internal and external factors. In the internal factors, D principals’ professional structure, professional conservation and professional belief play a decisive role in her principal professional development process. In the External factors, the expects of Superiors, teachers and students, education peers, and community villagers are power source in D Principals’ Professional Development. Family support laid a firm foundation for the development of D principal. Participating principal training and training to other principals speed up the professional development speed of principals D. Government support is an important guarantee for D Principals’ professional development. Integration of social resources plays indelible role in D principals’ professional development.

Analysis the course of D principals’ professional development and influencing factors, we can see internal driver is an important prerequisite for principals’ professional development. The principals of rural schools should consider long-term development of rural schools, and strengthen the sense of the spontaneous improvement, and draw up the planning of professional development positively, and analyze the advantage of self-development seriously, and make greatest efforts to demonstrate personal strengths. The principals of rural schools should aslo reflect on their own process of growth actively, and combine the lessons constantly and overcome self-mindset, and make efforts to break through the limitations of development. In addition, we should pay attention to the impact of external environment on the principals’ professional development in rural areas, and carry out the principal professional training actively, and enhance the basic literacy of rural principals’ professional development, and perfect many - fold mechanism, and strengthen the power system of the rural principals’ professional development. we should increase government support, and introduce the relevant policies for rural principals’ professional development, and enhance the degree of social concern, and create a atmosphere of public opinion on rural principals’ professional development.

Key words: the rural school; the headmaster; professional development; case study

（张凌云 教育经济与管理学校管理理论研究曲阜师范大学硕士学位论文）