校长个性化培养的内涵、价值和路径  

Connotations, Values and Paths for Principals' Personalized Training

作　　者：陈丹[1] 胡淑云[1] 

机构地区：[1]北京教育学院校长研修学院,北京100011

出　　处：《北京教育学院学报》2016年第2期13-18,共6页Journal of Beijing Institute of Education

基　　金：北京市普教干训培训项目"北京市中小学名校长发展工程"

摘　　要：校长培训越来越关注校长的个体需求,个性化培养逐步成为一种新的校长培训理念和方式。个性化培养是基于校长个性化特质、满足校长个性化需求、针对校长个性化情境、促进校长个性化发展的系统工程。它追求"以人为本"的价值取向,尊重校长个体的差异性,发挥校长发展的主体性,鼓励校长办学的多元性。其行动路径也突破了传统的方式,即表现为从统一的培养方案到个性化的培养方案、从导师主导培训到校长自主研修、从单一成果评价到多元发展评价。Principal training pays more attention to the individual needs of principals, and personalized training has gradually become a new concept and method of principal training. Personalized training is a systematic program that emphasizes on the individual traits of principals, meets the personalized demands of principals and their personalized contexts, and promotes principals' personalized development. It is the pursuit of 'people-oriented' values, and it respects the individual differences of principals. It emphasizes on the subjectivity development of principals and encourages diversity. The paths have broken through the traditional ways and show in different aspects: training plan has changed from unified ones to personalized ones, training has changed from tutors centered to principals centered, and evaluation has changed from single standard to multi-development evaluation.

关 键 词：校长培训 个性化培养 校长专业发展 

分 类 号：G471.2[文化科学—教育学]