The Study On Problem-centered Training Patterns Of Primary And Secondary School Headmasters In China

The eleventh-five period is the key period of the educational reform and development in China. To implement the strategy of reinvigorating China through science, education and human resources, education carries on the great historical mission nowadays. In order to be suitable for reform and development of the basic education, there are new requirements and challenges to the practical ability and quality of the primary and secondary school headmasters. Nowadays, educational administrative departments and cadre training institute must pay more attention to these urgent tasks and put them in the schedule, such as the establishment of headmasters' standard, the reinforcement of investigation on training, the reformation of training patterns, methods, contents & measures, and the improvement of training quality. Problem-centered training patterns are the main patterns. With the retrospect and development of these patterns' implements in China, these patterns will play an important role in improving headmasters' training.With the methods of historical documents, interview & comparison and the cases of three primary and secondary school headmasters who have participated in training courses, I have been studying on the implement and feedback of problem-centered training patterns of primary and secondary school headmasters. After investigation, I find there are a lot of problems on the implement of problem-centered training patterns. For example, there is no unity of theory and practice on problem-centered training patterns. These training patterns are too simple to carry on. Meanwhile, it is lack of investigation of research object and feedback link. The reasons are that traditional patterns have the influence on these patterns' implements, there are disjointed points between theory and time, and headmasters are lack of enough ability. Based on the analysis of the theory of problem-centered training patterns and problems of these patterns' implements, there are some suggestions on how to improve these patterns, such as improving training patterns' pertinence, changing teachers' training methods, and changing opinions of headmasters who take part in the training courses.