加强中小学校长培训的针对性和实效性是培训工作者一个常盛不衰的话题,尽管不少学者进行过专题研究,但随着培训任务的变化和培训需求的不断提高,培训工作的针对性和实效性就得不断探索、不断创新,特别是在贯彻落实中共中央关于《干部教育培训工作条例》中提出的“创新培训内容、改进培训方式、进一步增强干部教育培训的针对性和实效性”的实践中加强中小学校长培训工作的针对性和实效性研究更显得尤为重要。根据“十一五”中小学校长培训工作科学发展的要求,我们认为今后加强和改进中小学校长培训工作的思路应该着重体现在以下五个方面:一是在培训的指导思想和目标上,不仅要按照培训的不同层次研究确定不同的培训指导思想和目标,而且要根据校长任职学校类型及任职岗位的不同确立不同的具体培训目标,增强培训目标的针对性。二是在培训内容上,要避免重复性培训,减少通识性的培训内容,突出政策性、操作性的培训专题,增强培训内容的针对性。三是在培训形式上,要切实做到授课研讨互动、听课读书结合、理论案例结合、必修选修结合,增强培训形式的针对性。四是在培训教师的选择上,要多邀请那些了解教改前沿动态的专家、了解政策法规的行政官员、熟悉当前中心工作的机关干部及对学校工作有切身休会的优秀中小学校长,优化培训教师团队,增强培训教学的针对性。五是在培训过程管理上,要加强训前调研、培训过程管理和训后跟踪服务,以校长的办学实践来检验培训的实效,增强培训管理的针对性。 Strengthening the pertinence and effectiveness of the training of primary and secondary school principals is a constant topic for training workers. Although many scholars have conducted special studies, with the change of training tasks and the continuous improvement of training needs, the training Sexuality and effectiveness must be continuously explored and continuously innovated, especially in implementing and implementing the “innovative training content, improving training methods, and further enhancing the pertinence and effectiveness of cadre education and training” proposed by the CPC Central Committee on “Regulations on the Education and Training of Cadres”. It is even more important to strengthen the pertinence and effectiveness of the training of primary and secondary school principals in practice. According to the requirements for the scientific development of training for headmasters in primary and secondary schools in the 11th Five-Year Plan period, we believe that the ideas for strengthening and improving the training of headmasters in the future should focus on the following five aspects: First, on the guiding ideology and goals of training, not only It is necessary to study and determine different training guidelines and goals according to the different levels of training, and to establish different specific training goals according to the types of school principals and positions they serve, and to increase the pertinence of training objectives. Second, in terms of training content, it is necessary to avoid repetitive training, reduce the general training content, highlight the policy-oriented and operational training topics, and enhance the targeted training content. Third, in the form of training, it is necessary to effectively accomplish the interaction between lectures and seminars, the combination of lectures and readings, the combination of theoretical cases and compulsory electives, and enhance the pertinence of training forms. Fourth, in the choice of training teachers, we must invite experts who understand the frontier dynamics of education reform, administrative officials who understand the policies and regulations, and cadres who are familiar with the work of the current center and outstanding primary and secondary school principals who have a personal appointment to school work and optimize training teachers. The team enhances the relevance of training. Fifth, in the management of training process, it is necessary to strengthen the pre-training investigation, training process management and post-training tracking service. The principal’s practice in running schools should be used to test the effectiveness of the training and enhance the pertinence of training management.