Research On The Effectiveness Of Participatory Training Principals In Rural Areas

Participatory training was introduced into China in the late 1990 s.With the reform of basic education curriculum and the background of national encouraging and supporting rural principals and teachers ' training,it began to be used in the training of rural teachers and principals,becoming a new form of training,and was widely recognized by rural principals in practice,believing that the effect of participatory training was better than the traditional lecture training.However,it is found that participatory training still has some deficiencies,which affects the effectiveness of participatory training.Based on this,the principal of Class S of D School through the interview method and questionnaire method,To investigate the rural principal who have participated in participatory training,explore the effectiveness of participatory training from the perspective of rural principal,and analyze its problems,and put forward feasible measures to further improve the effectiveness of rural principal participatory training,better serve the professional development of rural principal,and promote the quality of rural education.This research is mainly divided into the following six parts: the first part is divided into ideas,mainly expounds the topic background and significance,research objects,research methods and domestic and foreign research status,and strive to have a detailed introduction to this article.The second part is based on the theory.This paper mainly analyzes the effectiveness of rural principals based on constructivist learning concept,Lindeman adult education theory,training migration theory and Cauch's four-level evaluation model.The third part is the effect analysis of participatory training for rural principals,using the analysis dimension of Ko's four-level evaluation model,from the response,learning and behavior of rural principals to participatory training Results The effectiveness of the participatory training in these four dimensions.The fourth part is divided into the problems and reasons of rural participatory training for principals.The fifth part is the analysis of the influencing factors of rural principal participatory training,and the sixth part is divided into the promotion strategy analysis of rural principal participatory training.This study draws the following conclusions through analysis: 1.In the opinion of rural principals,the effect of participatory training is better than lecture training,mainly manifested by the shadow training and discussion of rural principals in participating training,and is willing to continue to participate in such training.2.rural principal participatory training in line with the characteristics of adult learning,created a friendly communication atmosphere for rural principal,respect the rural principal in the training position,make rural principal have full voice in training,conducive to stimulate the enthusiasm of rural principals,in the process of participation in reflection,improve self-accomplishment.3.Rural Principal Participation And training through communication and discussion,conducive to principals know each other,to build after training principal network,maintain a long-term contact,and through shadow training,discussion,theory and practice,is conducive to enhance the principal's professional development,enhance the confidence of rural principals,promote the long-term development of the school.In general,this paper can prove that the participatory training of rural principals is effective on the professional development of principals,and the participatory training has a certain effectiveness,but it still needs to solve the existing problems,in order to further improve the effectiveness of the rural principal participatory training.