| 摘要: | 本研究在研究鄧小平實施「大膽改革開放」以來，中國大陸政府對其中小學校長培訓制度之探討，並兼論台灣國民中小學校長培訓制度的實施概況，作為其校長培訓制度的參考。研究的內容包含培訓的意涵與重要性、培訓的目標與國家發展、培訓的資格與規範、有關之官方文件、培訓制度的演變與現況、培訓方式與課程內容、對校長專業知能與校務領導權的作用、對學校教育功能與社區文化發展的幫助、對全球化資訊之能力與國際觀視野的眼光、對國家政體的了解與對政治思想的課程、對個人品德與行為典範、校長職前培訓與上崗後進級進修之規定等。可見，其中小學校長的培訓制度與台灣方面確實有很多的不同。本研究以文獻探討與理論論述、文件陳述、深度訪談、實況分析等研究方式，來發現與檢證中國大陸從鄧小平提出改革開放以來，其中小學校長培訓制度成效的優劣勢，並以台灣國民中小學校長培訓制度的實施概況分析，作為中國大陸方面的參考，從中也可發現兩岸中小學校長培訓制度的優列勢與異同點，俾提供兩岸政府在中小學校長校長培訓制度方面的參考，共求兩岸中小學校長培訓制度的公開、公平及優質化，健全兩岸中小學校長培訓制度的發展，以符應：「有好的校長，才有好的學校」之諺語。本研究最後綜合提出四點結論：即1.中國大陸中小學校長的培訓制度具有嚴謹性，課程內容頗具深度及廣度，且重視上崗後的進修計畫，尤其強調品德的培訓；2.全國一致性的培訓制度，使校長專業知能與領導觀念一致；3.政治思想課程的重視，使校長在校務領導強調對黨國的忠誠度，深具領導權威，此非強調校園民主及政治中立的台灣中小學校長所能比擬；4.在不同政體下，兩岸中小學校長的培訓制度確實各有其優劣及相互參考之價值，如法令規範、時間長短、實習制度、培訓方式、課程內容、政治要求、資格認證書、上岡後進級培訓等；當然，臺灣的公開甄試、就近培訓、多樣化的培訓方式、童軍木章訓練、政治中立等，也深具中國大陸參考的價值。
This research aims to explore training system for principals of elementary and middle school in Mainland China and the concurrent situation in Taiwan to provide a reference for Mainland China since Deng Xiaoping’s Chinese Economic Reform. The research content included exploring the meaning and importance of training; objectives and national development of training; qualification and standardization of training; relevant official documents; history and current situation of training system; training styles and curriculum content; effects on principals’ professional knowledge and leadership; effects on school education and community cultural development; abilities to handle globalized information and international perspectives; courses for understanding government polity and political philosophy; effects on individual characters and behaviors; and regulations on training programs for pre-service and in-service principals. The exploration showed that there were many differences in the training system for principals of elementary and middle school between Mainland China and Taiwan. In this study, research methods, such as literature review, theoretical discussion, document presentation, in-depth interviews, and concurrent analysis, were adopted to explore and examine advantages and disadvantages of outcome effects of the training system for principals of elementary and middle school in Mainland China since Deng Xiaoping’s Chinese Economic Reform. Meanwhile, the analysis of the training system for principals of elementary and middle school in Taiwan could be a reference for Mainland China and present advantages and disadvantages, similarities and differences in this regard between two places, which could further provide a reference for cross-Strait governments to bring openness, fairness, and high-quality to the training system for principals of elementary and middle school. In so doing, the training system for principals of elementary and middle school could be developed soundly to correspond to the proverb of “Excellent principals bring out excellent schools.” Finally, this research showed four conclusions: 1) The training system for principals of elementary and middle school is rigorous with broad and deep course content and emphasizes on in-service training programs, particularly the nurture of characters; 2) The consistency in national training programs enables the consistency in principals’ professional knowledge and leadership; 3) The emphasis on political philosophy courses enables principals to stress the loyalty to Party and Country in their authoritative leadership, which Taiwanese elementary and middle school principals who emphasize on democracy and political neutrality are scarcely comparable; and 4) Under different polities, the training system for principals of elementary and middle school in two places has their advantages, disadvantages, and mutually referential value, such as laws and regulations, duration, internships, training systems, course content, political requirements, qualification certificates, and in-service training programs; and of course, open recruitment, nearby training, diversified training, Scoot wood badges courses, and political neutrality are also worthwhile to be referred by Mainland China. |
