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題名 台灣中小學校長專業發展與校長培訓改革芻議 作者 陳木金；李冠嫺 貢獻者 教育學院
師資培育中心關鍵詞 校長專業發展；校長培訓改革
Principal Profession Development；Principal Preparation Training日期 2009-10-25 上傳時間 22-Dec-2009 11:07:33 (UTC+8) 摘要 首先，本文從校長專業發展模式建構，歸納校長專業能力發展的三個階段：（一）校長學階段：校務發展、行政管理、教學領導、公共關係、專業責任；（二）學校長階段：專題講座、問題解決、標竿學習、實作演練、師徒傳承、討論發表；（三）長學校階段：績效評估、策略管理、創新經營、永續經營。其次，分析我國未來國小校長培訓課程之規劃，內涵包括：目標、儲訓對象、校長專業能力標準、正式課程、潛在課程、成績評量及校長資格證書授予等細目的展望，對於我國校長專業發展與校長培訓改革，具有重要的啟示意義。綜合而言，本文期望藉由回顧與展望校長學→學校長→長學校的專業發展模式經驗的累積與傳承，找出一條可循的理路，作為我國未來辦理國民中小學校長專業發展模式的參考。 關聯 2009 年兩岸三地校長學學術研討會：校長專業之建構學術論文集(p127-143). 描述 Training Reform for Elementary and Secondary School in Taiwan CHEN, MU-JIN（Dean of Center for Teaching and Learning Development, NCCU） LEE, KUAN-HSIEN（Teaching Assistant of Department of Psychology, NTU） ABSTRACT Firstly, this text analyzed the way to build and construct of principal profession development system and summarized principal professional competence development in three stages: 1.the stage of Principalship: school development, school administration, teaching leadership, public relations, professional responsibility; 2.the stage of Internship: thematic lecture, problem solving, benchmark school study, drilling, mentor and apprentice`s passing , discusses to issue in fact ; 3.the stage of Mentorship: performance assessed, strategies management, innovation management, sustainability management. Secondly, analyzing the planning of the future principal`s training course of our country, the intension includes: goal, training object, principal professional competence standards, formal course, hidden course, achievement assessment and principal`s credentials authorize. This analysis had important enlightenment meanings of principal professional development and principal preparation training reform. To sum up, this text expected to find out a piece of line of reasoning that can be followed, and to provide a strategy to develop national principal profession development system in the future as recommendation. Keyword: 1.Principal Profession Development 2.Principal Preparation Training 127 資料類型 conference dc.contributor 教育學院 en dc.contributor 師資培育中心 en dc.creator (作者) 陳木金；李冠嫺 zh_TW dc.date (日期) 2009-10-25 - dc.date.accessioned 22-Dec-2009 11:07:33 (UTC+8) - dc.date.available 22-Dec-2009 11:07:33 (UTC+8) - dc.date.issued (上傳時間) 22-Dec-2009 11:07:33 (UTC+8) - dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/38123 - dc.description (描述) Training Reform for Elementary and Secondary School in Taiwan CHEN, MU-JIN（Dean of Center for Teaching and Learning Development, NCCU） LEE, KUAN-HSIEN（Teaching Assistant of Department of Psychology, NTU） ABSTRACT Firstly, this text analyzed the way to build and construct of principal profession development system and summarized principal professional competence development in three stages: 1.the stage of Principalship: school development, school administration, teaching leadership, public relations, professional responsibility; 2.the stage of Internship: thematic lecture, problem solving, benchmark school study, drilling, mentor and apprentice`s passing , discusses to issue in fact ; 3.the stage of Mentorship: performance assessed, strategies management, innovation management, sustainability management. Secondly, analyzing the planning of the future principal`s training course of our country, the intension includes: goal, training object, principal professional competence standards, formal course, hidden course, achievement assessment and principal`s credentials authorize. This analysis had important enlightenment meanings of principal professional development and principal preparation training reform. To sum up, this text expected to find out a piece of line of reasoning that can be followed, and to provide a strategy to develop national principal profession development system in the future as recommendation. Keyword: 1.Principal Profession Development 2.Principal Preparation Training 127 en dc.description.abstract (摘要) 首先，本文從校長專業發展模式建構，歸納校長專業能力發展的三個階段：（一）校長學階段：校務發展、行政管理、教學領導、公共關係、專業責任；（二）學校長階段：專題講座、問題解決、標竿學習、實作演練、師徒傳承、討論發表；（三）長學校階段：績效評估、策略管理、創新經營、永續經營。其次，分析我國未來國小校長培訓課程之規劃，內涵包括：目標、儲訓對象、校長專業能力標準、正式課程、潛在課程、成績評量及校長資格證書授予等細目的展望，對於我國校長專業發展與校長培訓改革，具有重要的啟示意義。綜合而言，本文期望藉由回顧與展望校長學→學校長→長學校的專業發展模式經驗的累積與傳承，找出一條可循的理路，作為我國未來辦理國民中小學校長專業發展模式的參考。 en dc.format.extent 403353 bytes - dc.format.mimetype application/pdf - dc.language zh_TW en dc.language.iso en_US - dc.relation (關聯) 2009 年兩岸三地校長學學術研討會：校長專業之建構學術論文集(p127-143). en dc.subject (關鍵詞) 校長專業發展；校長培訓改革 en dc.subject (關鍵詞) Principal Profession Development；Principal Preparation Training en dc.title (題名) 台灣中小學校長專業發展與校長培訓改革芻議 zh_TW dc.type (資料類型) conference en
