【摘要】：許多國家和地區(qū)都制訂了校長專業(yè)標(biāo)準(zhǔn)或校長任職資格指南,以促進(jìn)校長的專業(yè)化發(fā)展。這些校長專業(yè)標(biāo)準(zhǔn)都不約而同地將“規(guī)劃學(xué)校發(fā)展”列為校長專業(yè)標(biāo)準(zhǔn)之一,將其列為校長的“必修課”。然而并不是每一位校長都能做好規(guī)劃工作,校長自身存在角色失調(diào)的問題,阻礙了學(xué)校發(fā)展的步伐。本文針對(duì)學(xué)校發(fā)展規(guī)劃中校長角色定位問題進(jìn)行研究,具有重要的價(jià)值和意義。本論文分為五個(gè)部分:第一章,緒論。主要介紹了研究的背景、意義與目的、思路與方法,界定了學(xué)校發(fā)展規(guī)劃、校長角色和學(xué)校共同體三個(gè)核心概念的含義,并做了國內(nèi)外研究的文獻(xiàn)綜述,為后面的研究打下基礎(chǔ)。第二章,規(guī)劃過程中的校長角色失調(diào)。校長主觀上的認(rèn)知偏差和客觀制度政策條件的制約在很大程度上阻礙了學(xué)校發(fā)展規(guī)劃的進(jìn)程。主觀上,校長存在敷衍了事、單打獨(dú)斗、協(xié)調(diào)不力和盲目跟風(fēng)等認(rèn)識(shí)誤區(qū),這些問題反映出校長對(duì)于學(xué)校發(fā)展規(guī)劃、對(duì)于校長角色和對(duì)于自我都在認(rèn)識(shí)上存在偏差;客觀上,來自教育行政部門過于任務(wù)化的高壓、過于頻繁的校長人事調(diào)動(dòng)和過度集中的校長個(gè)人權(quán)利都給學(xué)校發(fā)展規(guī)劃帶來了阻礙。主客觀因素共同導(dǎo)致了校長的角色失調(diào),給學(xué)校發(fā)展規(guī)劃帶來消極影響。第三章,學(xué)校發(fā)展規(guī)劃的內(nèi)涵。主要討論了學(xué)校發(fā)展與學(xué)校發(fā)展規(guī)劃,認(rèn)為學(xué)校發(fā)展以內(nèi)涵發(fā)展為價(jià)值取向,學(xué)校發(fā)展規(guī)劃正是實(shí)現(xiàn)學(xué)校內(nèi)涵發(fā)展的有力抓手。學(xué)校發(fā)展規(guī)劃是一個(gè)動(dòng)態(tài)循環(huán)的過程,主要有校情分析、文本制定、規(guī)劃實(shí)施和監(jiān)測(cè)評(píng)估四個(gè)環(huán)節(jié),而這四個(gè)環(huán)節(jié)又始終緊密圍繞著學(xué)校的頂層設(shè)計(jì)展開。第四章,依托學(xué)校共同體開展學(xué)校發(fā)展規(guī)劃。針對(duì)校長的角色失調(diào)問題,本章認(rèn)為依托學(xué)校共同體開展學(xué)校發(fā)展規(guī)劃,可以淡化其消極影響。具體而言,本章主要探討學(xué)校共同體的概念內(nèi)涵,總結(jié)了學(xué)校共同體的特征,以及為何依托學(xué)校共同體和如何依托學(xué)校共同體。第五章,“五位一體”的校長規(guī)劃角色。學(xué)校共同體強(qiáng)調(diào)校長與其他成員的主體多維性,其中,校長是主導(dǎo)者。本章將校長置于學(xué)校發(fā)展規(guī)劃的循環(huán)過程之中,討論了校長在各個(gè)環(huán)節(jié)中承擔(dān)的角色、職責(zé)和發(fā)揮的作用,分別是:校情分析的統(tǒng)籌者,頂層設(shè)計(jì)的引領(lǐng)者,制定文本的組織者,規(guī)劃實(shí)施的協(xié)調(diào)者和監(jiān)測(cè)評(píng)估的調(diào)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.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G471.2

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