知识观、学习论与校长成长--论中小学校长培训的有效性

中小学校长培训的有效性,是中小学校长的培训结果与培训预期之间的吻合度。从知识分类与学习的角度看,影响校长学习有效性的问题主要是:陈述性知识教学的巩固性不强;把非陈述性的知识当作陈述性知识来教;提高学习者能力的培训要求在具体落实中还找不到更好的办法;培养学习者的创新能力仍然存在较大困难。提高中小学校长培训有效性应遵循的原则包括:在课程设置上应体现知识分类的思想;在培训目标设定上应合乎学习结果分类的要求;培训方式的选择应由培训目标而确定;注重校长创新能力和创新意识的培养。

Effectiveness of SLT from Knowledge Classifying and Learning

The effectiveness of SLT(school leaders training), in a word, is the grade that the result tallies with the expectation of the training. According to the idea of knowledge classifying and learning, there are four problems that affect the effectiveness of SLT. 1) The declarative knowledge is difficult to be kept firmly in learner's memory after learning; 2) The procedural or strategic knowledge is usually taught as the declarative knowledge; 3) The better way to advance the capabilities of learners hasn't been found in practice;4) There are too many difficulties of improving the innovative capability of learners. For these four problems, four principles to increase the effectiveness of SLT are propounded. Firstly, the idea of knowledge classifying should be reflected in the curricular scheme. Secondly, the requirement of knowledge classifying should be reflected in the curricular objective design. Thirdly, training model should be decided by its objective mainly. And finally, the innovative capability and consciousness of learners should be noticed.