基于冰山模型的教育家校长培训研究
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摘要
校长作为学校发展的灵魂和核心,其专业化培训的最终目的是塑造教育家型校长。文章以人力资源管理中著名的"冰山理论"为基础,对教育家校长胜任特征进行了深入分析。目前我国校长培训存在一系列问题,主要包括忽视校长发展脉络、缺少鉴别性胜任特征、抑制校长培训主动性和制约教育家校长内涵评估等。对此,需要采取构建教育家校长胜任特征模型、建立教育家校长培训档案、共享教育家校长专业发展和规划教育家校长培训体系等措施,提升培训效果,推动校长成长。
The principal is the core and soul of school development.The ultimate purpose of professional training is to shape the educator type principal.Based on the well-known"iceberg theory"in human resource management,this paper makes an in-depth analysis of the competency of the educator type principal.At present,there are series of problems in our country's principal training:ignoring the principals' development;lacking identification and competency;restraining the initiative of the principals' training;restricting the connotation of the educator type principal.Therefore,this paper puts forward the training strategy for promoting the development of educator type principals:constructing the competency model,establishing the training files,sharing the professional development and planning the training system.
The principal is the core and soul of school development.The ultimate purpose of professional training is to shape the educator type principal.Based on the well-known"iceberg theory"in human resource management,this paper makes an in-depth analysis of the competency of the educator type principal.At present,there are series of problems in our country's principal training:ignoring the principals' development;lacking identification and competency;restraining the initiative of the principals' training;restricting the connotation of the educator type principal.Therefore,this paper puts forward the training strategy for promoting the development of educator type principals:constructing the competency model,establishing the training files,sharing the professional development and planning the training system.
引文
[1]王珏.近代教育家校长的办学特征及其当代启示—基于教育管理学视角[J].教育发展研究,2016(8):33.
[2]张东娇,胡松林.英、美中小学校长胜任特征模型对中国校长管理制度的启示[J].比较教育研究,2006(4):50-51.
[3]别敦荣.论教育家校长的素质[J].教育发展研究,2009(21).
[4]曲铭峰.研究型大学“教育家校长”的专业素养——对哈佛大学前校长德里克博克的个案分析[J].高等教育研究,2014,35(8):37-45.
[5]秦鑫鑫.教育家校长“金字塔”培训体系构建初探[J].基础教育研究,2016(13):11-15.
[6]禹小慧.教育家型校长培训的问题及对策研究[D].上海:华东师范大学,2012.
[7]张晓峰,胡玲玲.“教育家办学”视野下校长专业成长研究[J].教师教育研究,2015,27(2):81-87.
[8]张东娇.基于胜任特征的校长遴选与培训体系[J].教育研究,2007(1):86-96.
[9]Leo H.Bradely.Curriculum Leadership and Development Handbook[M].New Jersey:Prentice-Hall,1985.
[2]张东娇,胡松林.英、美中小学校长胜任特征模型对中国校长管理制度的启示[J].比较教育研究,2006(4):50-51.
[3]别敦荣.论教育家校长的素质[J].教育发展研究,2009(21).
[4]曲铭峰.研究型大学“教育家校长”的专业素养——对哈佛大学前校长德里克博克的个案分析[J].高等教育研究,2014,35(8):37-45.
[5]秦鑫鑫.教育家校长“金字塔”培训体系构建初探[J].基础教育研究,2016(13):11-15.
[6]禹小慧.教育家型校长培训的问题及对策研究[D].上海:华东师范大学,2012.
[7]张晓峰,胡玲玲.“教育家办学”视野下校长专业成长研究[J].教师教育研究,2015,27(2):81-87.
[8]张东娇.基于胜任特征的校长遴选与培训体系[J].教育研究,2007(1):86-96.
[9]Leo H.Bradely.Curriculum Leadership and Development Handbook[M].New Jersey:Prentice-Hall,1985.