中小学校长培训政策的变迁历程、演进逻辑及发展前瞻——基于新中国成立以来的78份政策文本分析

The Change,Evolution and Future Development of the Training Policy for Primary and Secondary School Principals:Based on the Analysis of 78 Policy Texts Since the Founding of The People's Republic of China

新中国成立以来,国家先后出台了78份与校长培训相关的教育政策。本研究从政策工具理论的分析视角出发,采用文本计量的研究方法,将七十多年来的校长培训政策发展划分为“曲折探索阶段”(1949—1976年)、“建章立制阶段”(1977—1989年)、“确保合格阶段”(1990—1999年)、“公平发展阶段”(2000—2012年)、“卓越引领阶段”(2013年至今)。在这些政策演进的背后,呈现出了几条清晰的逻辑脉络:政策供给从行政权威指导走向专业能力建设,价值导向从改造教育走向培养卓越校长提升教育质量,目标指向从岗位需要走向国家标准规范引领,政策执行从注重培训模式总结走向追求教育思想生成。未来校长培训的发展,要创新培训的模式体系,通过技术赋能推行数字化培训,更新专业标准并优化课程方案,构建培养教育家型校长的培训考核评价体制。

Since the founding of the People’s Republic of China,the national government has issued 78 educa-tion policies related to the training of principals.From the perspective of policy tools and using the bibliometrics ana-lysis,this paper found that the transformation process of China’s principals training policy over the seventy years can be divided into five stages:the"torturous exploration"stage from 1949 to 1976;the"establishment of rules and regu-lations"stage from 1977 to 1989;"ensuring being qualified"stage from 1990 to 1999;the"fair development"stage from 2000-2012;and"leading education to excellence stage"since 2013.The logic of the evolution of the principals’training policy can be described as follows:in terms of policy supply,from administrative authority guidance to pro-fessional capacity building;in terms of policy value orientation,from reforming education to cultivating excellent principals to improve education;in terms of policy goal orientation,from post needs to national standards and norms guidance;in terms of policy implementation,from focusing on the summary of training models to pursuing the gen-eration of educational ideas.The development of the future principal training presents the four trend characteristics:innovating the training mode system;promoting digital training through technology-enabled means;updating profes-sional standards and optimizing curriculum programs;constructing the training assessment and evaluation for cultiv-ating educationist-oriented principals.