基于专业发展阶段特征的小学校长分层培训体系探析  

On the Hierarchical Training System of Primary School Principals Based on the Characteristics of Professional Development Stage

作　　者：张美兰[1] ZHANG Meilan(School of Continuing Education, Quanzhou Preschool Education College, Quanzhou, Fujian 362600, China)

机构地区：[1]泉州幼儿师范高等专科学校继续教育学院,福建泉州362600

出　　处：《成都师范学院学报》2022年第6期71-77,共7页Journal of Chengdu Normal University

基　　金：福建省教育科学“十三五”规划2018年度重点课题“基于培训迁移的小学教师分层培训体系构建研究”(FJJKCGZ18-776)。

摘　　要：针对当前的小学校长培训尚未基于校长专业发展阶段构建系统的、递进式的分层培训体系而导致的培训层次不够清晰等问题,依据校长专业发展理论和校长成长规律,将小学校长的专业发展过程分为四个相对独立又相互衔接的阶段:适应期、成长期、成熟期和创新期。在此基础上,从小学校长专业发展阶段特征和成长需求两方面,分析了各个专业发展阶段小学校长的培训内容,构建了从新任校长到教育家型校长的连续一贯的分层阶梯式培训体系。In view of the current primary school principal training,a systematic and progressive hierarchical training system has not been constructed based on the principal’s professional development stage,leading to the unclear training hierarchies.According to the principal professional development theory and the principal growth law,the professional development process of primary school principals is divided into four relatively independent and interconnected stages:adaptation period,growth period,maturity period and innovation period.On this basis,from the characteristics and growth needs of primary school principals’professional development stage,the training content of primary school principals in each professional development stage is analyzed,and a continuous hierarchical-ladder training system from new principals to educator principals is constructed.

关 键 词：小学校长 专业发展 分层培训 职业角色 卓越校长 专家型校长 教师培训 

分 类 号：G625.1[文化科学—教育学]