The Study Of The Continuing Education And Training Of Deans Of Teaching Affairs In Primary And Middle Schools In H County,Zhejiang Province

In recent years, with the deepening of the educational reform, the individual quality of the educational administrators, especially the deans, plays a more important role in the development of the primary and middle schools. At present, the teacher continuing education and training programs are carried out throughout the country. This thesis attempts to study the continuing education and training of deans of teaching affairs in primary and middle schools in H county, Zhejiang Province, and tries to analyze the losses and gains and find strategies to improve the training effects. It is hoped that this research will also facilitate the team building as well as the training work of educational administrators in primary and middle schools.Based on the research on documentary realities, Firstly, this thesis studies the overall continuing education and training system in H county which includes the characteristics of the training requirements, the training programs and the training organization system. Then the methods of frequency statistics, comparison and interview are used to probe the following facts:the number of people taking part in the training, the types and contents of the training programs, the ways of training and the individual differences between the participants. The third part of the thesis analyzes the case of 90-hours training for deans and the case of school-based training in Y middle school. The forth part of the thesis sums up achievements and problems existing in the continuing education and training. The success lies in the following three aspects:adopting a training mode of integrating research and training, promoting the all-around development of the deans through the overall training contents, employing various and novel training methods. Here are the problems.First, the deans’ motivation for participating the training is not fully mobilized. Second, the training courses do not pay enough attention to the individual differences and personal needs. Third, the way of going out for training leads to the conflicts between working and learning for the deans. Forth, the training assessment system still needs to be perfected. Fifth, the mechanism of reflection and communication is not a sound one. In light of the five problems above, the last part of the thesis makes several suggestions for improvement: to establish the dominant position of the deans in continuing education and training; to design the training courses according to the training needs analysis; to strengthen the modern distance training and the school-based training; to construct scientific and effective evaluation system; to encourage the self-reflection and communication in the training.