面向边远贫困地区校长培训的“P4C”模型实践研究

Practical Research on ‘P4C’ Model for Principals Training in Remote and Poor Areas

'校长国培计划''农助工程'项目实施的系统性与专业性不足,将影响到边远贫困地区校长培训的实施质效。我校基于'P4C'模型建构了'激思促变、以问促行'的培训理念,确定了'以实为是、互惠共赢'的培训目标,围绕'聚焦—促思—务实'的培训内容,构建了'合作—互动—反思'的培训路径,创新'聚焦主体—多元交互'的分层评价体系。在不断的实施探索中,该培训模式逐步得到验证和完善,也总结出该培训模式具有系统性设计、专业性引领;环节聚焦激思、内容突出促变;彰显参培校长主体,实现合作共赢等特点。进一步深化推进中需逐渐引入第三方评价体系以及重视参培校长的本体性反思性能力养成等。

The system and professionalism of‘National Principals Training Program’and‘Rural School Principals Assistance Project’have affected the comprehensive quality and effectiveness of principals training who come from the remote and poor areas.Based on the‘P4 C’model,Yangtze Normal University has established a‘promote change by ideas collision,promote actions by problem raise’training concept,formulated an‘honest and trust worthy,mutual benefit and win-win’training target,encompass a‘focus-thinking-practicability’training content,built a‘cooperation-interaction-reflection’training path,and innovated‘the subject focus,multiple interactions’hierarchical evaluating system.In the unceasing process of implementation and exploration,this training pattern has been verified and perfected gradually.Besides,the traits of this training pattern have also been concluded that it is designed systematically and led by professors,the training process includes sharp collision among different ideas and the content shows its promotion of change,and it reflects the dominant role of attended principal,at the same time,achieves win-win cooperation.In the next stage,it is necessary to introduce a third-party evaluation system and attach importance to the training on ontological reflection of attended principals.