摘要
长期以来,我国中小学校长培训形成了包括基础性培训、专题性培训在内的培训层次。但基础性培训和专题性培训并没有针对中小学校长的专业性特点设置培训课程,而是将具有学术性和分科性的大学教育管理本科专业的课程结构经过浓缩以后直接移植到中小学校长培训课程上。上述两种培训忽视了校长之“需”是动态之“需”、个性之“需”,忽视了将“活”的课程资源与校长“动”的培训需要有机结合起来的基本要求。主题性培训作为一种新的培训内容设置模式,是克服基础性培训和专题性培训的不足并整合其优点的、能适应校长培训需要的培训内容设置的主要方向。主题性培训的关键是要实现其PEES效应。
School principals training includes element-training and special-topic-training in China. Training curricula amazements of the above two kinds could not aim at professional traits of school principals, by contraries, they have been directly transplanted and rapidly compressed from the academy and department instruction universities curricula of education management field. The two kinds of training have neglected the ＂need＂ of principals that is ＂ dynamicc＂ and ＂persona＂ and ignored the basic requirement that the ＂vivid＂ curriculum resources should be combined with the dynamic＂ training need. The theme-training, as a new arrangement model of training curricula, will be the main orientation of school principals in the 11^th five-year-planning, which will overcome the disadvantage of element-training and special-topic-training and integrate the advantage of them. The key of theme-training is the effect ＂PEES＂.
出处
《陕西教育学院学报》
2007年第1期1-4,共4页
Journal of Shaanxi Institute of Education
关键词
校长培训
基础性培训
专题性培训
主题性培训
school principals training, element-training, special-topic-training, theme-training,
