【摘要】：《國(guó)家中長(zhǎng)期教育改革和發(fā)展規(guī)劃綱要(2010—2020年)》明確制定了中小學(xué)校長(zhǎng)的任職資格標(biāo)準(zhǔn),要求實(shí)行校長(zhǎng)職級(jí)制改革,積極推進(jìn)校長(zhǎng)專業(yè)化,提高學(xué)校管理水平。長(zhǎng)期以來(lái),我國(guó)中小學(xué)校長(zhǎng)的管理一直借用行政人員的管理方式,實(shí)行校長(zhǎng)行政級(jí)別制管理。新形勢(shì)下,校長(zhǎng)行政級(jí)別制的管理方式已不符合中小學(xué)教育發(fā)展的客觀需要,不利于促進(jìn)校長(zhǎng)職業(yè)化、專業(yè)化發(fā)展,也不利于基礎(chǔ)教育的改革和發(fā)展,校長(zhǎng)職級(jí)制改革勢(shì)在必行。校長(zhǎng)職級(jí)制是一種新型的校長(zhǎng)管理制度。校長(zhǎng)職級(jí)制根據(jù)校長(zhǎng)專業(yè)發(fā)展程度的差異,對(duì)具備不同德望、知識(shí)、能力、業(yè)績(jī)的校長(zhǎng)進(jìn)行科學(xué)分類,從橫向上將校長(zhǎng)與教師、學(xué)校內(nèi)部的行政管理人員以及行政機(jī)關(guān)公務(wù)員進(jìn)行區(qū)分,形成獨(dú)立的職務(wù)體系;從縱向上劃分為若干等級(jí),形成一定結(jié)構(gòu)和跨度的職業(yè)階梯,對(duì)不同等級(jí)的校長(zhǎng)實(shí)施不同管理方式。校長(zhǎng)職級(jí)制改革的推行對(duì)于加快校長(zhǎng)職業(yè)化、專業(yè)化發(fā)展,促進(jìn)教育家辦學(xué),推進(jìn)基礎(chǔ)教育改革和發(fā)展,具有十分重要的現(xiàn)實(shí)意義。我國(guó)中小學(xué)校長(zhǎng)職級(jí)制改革始于1993年,20余年來(lái)我國(guó)中小學(xué)校長(zhǎng)職級(jí)制改革取得了一定成效。運(yùn)用訪談法、文獻(xiàn)法、比較分析法等研究方法對(duì)我國(guó)中小學(xué)校長(zhǎng)職級(jí)制改革進(jìn)展情況進(jìn)行調(diào)查研究發(fā)現(xiàn),校長(zhǎng)職級(jí)制改革仍然面臨著諸多現(xiàn)實(shí)困境,主要表現(xiàn)在:部分利益主體對(duì)職級(jí)制改革存在抵觸情緒;相關(guān)配套制度供給不足;政府權(quán)力下放不到位;校長(zhǎng)職級(jí)制本身存在著一定的制度缺陷等。分析其中原因不難發(fā)現(xiàn),中小學(xué)校長(zhǎng)職級(jí)制改革進(jìn)展不利,既有職級(jí)制改革路徑選擇方面的原因,也有國(guó)家層面支持力度不足方面的原因;既有校長(zhǎng)群體對(duì)職級(jí)制改革認(rèn)可、支持不足方面的原因,也有職級(jí)制改革缺乏良好的社會(huì)文化環(huán)境方面的原因。為了保障中小學(xué)校長(zhǎng)職級(jí)制改革的順利開展,主要應(yīng)從以下幾個(gè)方面入手:首先,堅(jiān)持自上而下的改革路徑;其次,加大國(guó)家對(duì)職級(jí)制改革的支持力度;再次,保障校長(zhǎng)群體的相關(guān)利益,調(diào)動(dòng)校長(zhǎng)群體參與職級(jí)制改革的積極性;最后,營(yíng)造良好的社會(huì)氛圍,增加校長(zhǎng)職級(jí)制改革的社會(huì)支持力度。
[Abstract]:The outline of the National Medium-and Long-Term Education Reform and Development Plan (2010-2020) has clearly formulated the qualification criteria for the principals of primary and secondary schools, which requires the implementation of the reform of the headmasters' rank system, the active promotion of the specialization of principals and the improvement of the level of school management. For a long time, the management of the principals of primary and middle schools in our country has been using the management of administrative staff to implement the administrative level system of principals. Under the new situation, the administrative level system of principals has not met the objective needs of the development of primary and secondary education, which is not conducive to promoting the professionalization of principals, professional development, and the reform and development of basic education. It is imperative to reform the headmasters' rank system. The principal rank system is a new type of principal management system. According to the degree of professional development of principals, the principal grade system scientifically classifies principals with different expectations, knowledge, abilities and achievements. The administrators and civil servants in the school should distinguish and form an independent duty system. It is divided into several grades longitudinally to form a certain structure and span of career ladder and to carry out different management methods for principals of different grades. The implementation of the reform of headmasters' rank system is of great practical significance for speeding up the professionalization of principals, developing their specialties, promoting educators' running schools, and promoting the reform and development of basic education. The reform of headmasters' rank system in primary and secondary schools in China began in 1993, and the reform of headmasters' rank system in primary and secondary schools in China has achieved certain results in the past 20 years. By using the methods of interview, literature and comparative analysis, this paper investigates the progress of the reform of the headmasters' rank system in primary and secondary schools in China. It is found that the reform of the headmasters' rank system still faces many practical difficulties. The main manifestations are as follows: part of the main interests of the rank system reform there is resistance; The supply of relevant supporting systems is insufficient; the decentralization of government power is not in place; there are certain institutional defects in the principal rank system itself. It is not difficult to find out that the reform of primary and secondary school principals' rank system is unfavorable both in the choice of path and in the lack of support at the national level. There are some reasons for the recognition and lack of support for the reform of the rank system among principals, as well as the lack of a good social and cultural environment for the reform of the rank system. In order to ensure the smooth development of the reform of the headmasters' rank system in primary and secondary schools, we should mainly start from the following aspects: first, adhere to the reform path from top to bottom; secondly, increase the state's support for the reform of the rank system; Thirdly, we should protect the relevant interests of principals and mobilize their enthusiasm to participate in the reform of the rank system. Finally, we should create a good social atmosphere and increase the social support for the reform of the headmasters' rank system.
【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G637.1

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