| 对校长专业化的再认识 |
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| 引用本文： | 褚宏启.对校长专业化的再认识[J].教育理论与实践,2005,25(1). |
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| 作者姓名： | 褚宏启 |
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| 作者单位： | 北京师范大学教育管理学院,北京,100875 |
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| 摘 要： | 校长专业化与校长职业化既不对立,也不等同,前者是后者的高级阶段。校长专业化包括校长职业群体的专业化和校长个体的专业化两个层面,后者就是通常所说的“校长专业发展”。校长专业化有助于提高校长职业的社会地位,但校长专业化的根本目的在于促进学生的发展。为促进校长的专业化,必须提供制度保障,制度建设的重点是校长资格制度和校长激励制度,难点是校长评估制度。政府应该为校长专业组织的发展提供良好的制度环境。校长专业化的知识基础应该进一步拓展,将隐性知识纳入其中。
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| 关 键 词： | 校长 职业化 专业化 校长管理制度 显性知识 隐性知识 |
Rethinking the Principal Professionalization |
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| CHU Hong-qi.Rethinking the Principal Professionalization[J].Theory and Practice of Education,2005,25(1). |
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| Authors: | CHU Hong-qi |
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| Abstract: | Neither the same as nor opposite to the principal occupationalization, the principal professionalization, what we call the principal's professional development, is the higher stage of the principal occupationalization, comprising the professinalization of principals both as a group and as individuals. Actually the basic goal of principal professionalization is to advance the progress of students, although it can also contribute to the social status of principals. To increase the principal professionalization, it is necessary to establish the supporting systems, especially the ones of principal qualification and stimulation while it is difficult to set up the system of principal evaluation. Therefore, government should play a leading role in supporting the development of principal's professional organizations. Meanwhile the knowledge base of principal professionalization should be enlarged and make the implicit knowledge part of it. |
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| Keywords: | principal occupationalization professionalization system of principal management explicit knowledge implicit knowledge |
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