| In 2006 the ministry of education issued the head teacher training programme of countrywide middle and primary school, pointed out that strengthening head teacher training is education policy implementing the new period, strengthen and improve minor's construction of morals and thought of urgent need, is the comprehensive implementation of quality education, and to enhance the quality of education is the inevitable requirement of head teacher team construction, it is to strengthen the important action. Establish middle and primary school head teacher in charge teacher training system, improve the ability to perform duties. To improve overall middle and primary school head teacher work team's quality and level of education, promote basic education has important significance to the reform and development. Our country's researches on head teacher training are more to concentrate on academic papers, and the majority are experience type; lack of theoretical support. The analysis of macro guidance are majority, detailed and achievable proposals of the operation are less; at present, the head teacher training of the minority regions research is no.This article selects the yanbian junior middle school head teacher as the research objects, trying to interview and questionnaire survey method in yanbian area, understand the training problems and problem analysis of factors, and according to the question put forward some suggestions. To further enrich the research about head teacher training, provide some useful references on training for future work in yanbian area.This paper mainly adopts literature, questionnaire, interview method, in yanbian area is out of his training junior from the following six aspects:training institutions, training content, training methods, training evaluation, training effect, the head teacher in charge of training attitude.In a questionnaire survey, the text basis on the following conclusions:1. For the training body, most headteachers tended to their own school.2.The training content ignored the difference of targeted group. Training pertinence was not strong. Headteachers of different professional development stages had different training needs.3. The training mode was single.4. Training evaluation system was not perfected.5.Training effect on urban and rural headteacher presented significant difference. 6. The attitude of most headteachers thought training was necessary, but training enthusiasm was not high.7. The competence level of headteachers improved significantly after the training, and the competence was at high levels. The competency level of different regional headteachers presented significant difference, different professional development stages and different national headteachers didn't present significant difference.According to the existing problems in the training, the author put forward the following suggestions:1. Strengthen training personnel team construction, training "bilingual training" talents;2. Adjust training system, improve training pertinence;3.Clear responsibilities and promote self-professional development consciousness4. Reinforce the management idea of school leadership, training should combine of the real situation;5. The ducational administrative departments should strengthen the training support, establish security mechanism. |
