论学校发展规划中的校长角色

发布时间：2018-10-12 10:09

【摘要】：许多国家和地区都制订了校长专业标准或校长任职资格指南,以促进校长的专业化发展。这些校长专业标准都不约而同地将“规划学校发展”列为校长专业标准之一,将其列为校长的“必修课”。然而并不是每一位校长都能做好规划工作,校长自身存在角色失调的问题,阻碍了学校发展的步伐。本文针对学校发展规划中校长角色定位问题进行研究,具有重要的价值和意义。本论文分为五个部分:第一章,绪论。主要介绍了研究的背景、意义与目的、思路与方法,界定了学校发展规划、校长角色和学校共同体三个核心概念的含义,并做了国内外研究的文献综述,为后面的研究打下基础。第二章,规划过程中的校长角色失调。校长主观上的认知偏差和客观制度政策条件的制约在很大程度上阻碍了学校发展规划的进程。主观上,校长存在敷衍了事、单打独斗、协调不力和盲目跟风等认识误区,这些问题反映出校长对于学校发展规划、对于校长角色和对于自我都在认识上存在偏差;客观上,来自教育行政部门过于任务化的高压、过于频繁的校长人事调动和过度集中的校长个人权利都给学校发展规划带来了阻碍。主客观因素共同导致了校长的角色失调,给学校发展规划带来消极影响。第三章,学校发展规划的内涵。主要讨论了学校发展与学校发展规划,认为学校发展以内涵发展为价值取向,学校发展规划正是实现学校内涵发展的有力抓手。学校发展规划是一个动态循环的过程,主要有校情分析、文本制定、规划实施和监测评估四个环节,而这四个环节又始终紧密围绕着学校的顶层设计展开。第四章,依托学校共同体开展学校发展规划。针对校长的角色失调问题,本章认为依托学校共同体开展学校发展规划,可以淡化其消极影响。具体而言,本章主要探讨学校共同体的概念内涵,总结了学校共同体的特征,以及为何依托学校共同体和如何依托学校共同体。第五章,“五位一体”的校长规划角色。学校共同体强调校长与其他成员的主体多维性,其中,校长是主导者。本章将校长置于学校发展规划的循环过程之中,讨论了校长在各个环节中承担的角色、职责和发挥的作用,分别是:校情分析的统筹者,顶层设计的引领者,制定文本的组织者,规划实施的协调者和监测评估的调控者。
[Abstract]:Many countries and regions have formulated professional standards or qualification guidelines to promote the professional development of principals. These professional standards of principals all regard "planning school development" as one of principals' professional standards and "compulsory courses" for principals. However, not every principal can do a good job of planning, the principal's own role imbalance, hindered the pace of school development. It is of great value and significance to study the orientation of principal's role in school development planning. This paper is divided into five parts: chapter one, introduction. This paper mainly introduces the background, significance and purpose, ideas and methods of the research, defines the three core concepts of school development planning, principal role and school community, and makes a literature review of domestic and foreign research. Lay the foundation for the later research. The second chapter, the principal role imbalance in the planning process. The principal's subjective cognitive bias and the restriction of the objective system policy conditions hinder the process of school development planning to a great extent. Subjectively, the principal has some misunderstandings, such as perfunctory work, fighting alone, weak coordination and blindly following the trend. These problems reflect that the principal has a bias in his understanding of the school development plan, the principal's role and himself; objectively speaking, The high pressure from the educational administrative department, the frequent headmasters' personnel transfer and the excessive concentration of principals' personal rights all bring obstacles to the school development planning. Subjective and objective factors together lead to the principal's role imbalance and negative impact on school development planning. The third chapter, the connotation of school development planning. This paper mainly discusses the school development and the school development plan, thinks that the school development takes the connotation development as the value orientation, the school development plan is the powerful grasp which realizes the school connotation development. School development planning is a dynamic cycle of the process, there are four main aspects of school situation analysis, text formulation, planning implementation and monitoring and evaluation, and these four links have always been closely surrounding the top design of the school. The fourth chapter, rely on the school community to carry out the school development plan. In view of the problem of principal's role imbalance, this chapter thinks that the negative influence can be desalinated by the school community to carry out the school development plan. Specifically, this chapter mainly discusses the concept of school community, summarizes the characteristics of school community, and why rely on school community and how to rely on school community. The fifth chapter, the principal planning role of "five in one". The school community emphasizes the multi-dimensional nature of the principal and other members, in which the principal is the dominant. In this chapter, the principal is placed in the cycle of school development planning, and the roles, duties and roles of the principal in each link are discussed. They are: the coordinator of the school situation analysis, the leader of the top level design. Organizer of the development of the text, coordinator of planning and implementation, and regulator of monitoring and evaluation.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G471.2

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