Exploration Of Problem-Based Principal Training

As a major manner of professional development of elementary and high school principals, the present conditions of principal training are not optimistic and lack in actual effect in general? There are many factors causing this problem: factors in macro aspects such as policies and systems, and factors in micro aspects such as methods, models and contents., This dissertation mainly focuses on the latter one From the international field of vision, principal training in the future presents some new characteristics , and " problem-based " training comes into being under this background.. Developing from field of medical teaching, this model of teaching has been successful to some degrees in the training of principal professional development in America, so that UCEA calls it "the most proper model for the cultivation of school administrators ". This model of training is quite different from the traditional one. The problem-solving, ability-cultivating and participation-studying it focuses on are quite suitable for principal training., Based on the solution to problems in the practice of principal training, this dissertation does some comparatively systematical researches on the model of "Problem-Based Learning"(PBL) and redesigns it on the former basis, and the writer has done some primary experimental researches in practice in order to offer beneficial reference for principal training practice . This dissertation includes five parts:Part one mainly analyzes the present conditions of principal training in our country and reviews principal training in the international field of vision, and on the basis of it, the problems that this research wants to solve are put forward: Whether the model of problem-based principal training in America can apply reasonably to the principal training in our country so as to solve the practical problems.Part two reviews the model/mode in general from the following aspects: the background it came into being, its main characteristics, its difference from traditional instruction methods and theoretical basis of PBL, etc.. The purpose is to have a clear understanding of "Problem-Based Learning" , and on the basis of it, to make further researches on problem-based principal training,,Part three mainly introduces the model of principal professional developmental training in America (take principal training in Stanford university for instance) so as to know something about the concrete application of PBL in American principal training and use it as reference for further researches.Part four is experimental researches*. It mainly describes the experiments the writer has made on "Problem-Based Learning" trainingo Does PBL apply to the principal training in our country though it is successful to some extent in principal professional training in America? Can it effectively improve the problems in our principal training? How does each part of "the model of problem-based principal training" implement effectively in practice? As to these problems, conclusions cannot be drawn without tests in practice° Hence, the writer undertook a tentative trainingo This chapter mainly introduces the implementary process of the training, including modification of the former model, confirmation of the field of problem, choice of problems, establishment of the project and concrete implementation?Part five is about the reflection of experiments <, The reflection is based on the feedback from principals and the writer's own experience,, As a researcher and trainer, I deeply sense the charm of the model of problem-based principal trainingo This is a vital model of principal training and will have a brighter futureo We cannot ignore the value in it and it has a great potential, and this deserves the joint efforts of theoretical researchers and practical workers <>...