我國國民中小學校長儲訓課程規劃之研究   免費試閱

The Planning of the Curriculums for the Preparation of Elementary and Middle School Principals in Taiwan

「校長儲訓課程」乃指為有志成為校長者，設計一系列專業的職前課程及實習，使其得以獲得校長任用資格，且能發展出兼備校長職務所需的各項知識、心向與能力的完整系統規劃之教育歷程與工作能力訓練。本研究根據國內外學者及教育主管機構對校長專業發展的看法，統整歸納校長專業的五大核心能力（校務發展、行政管理、教學領導、公共關係、專業責任）及校長能力的四大儲訓課程（專業培育課程、實務實習課程、師傅教導課程、博雅通識課程），做為研究校長儲訓課程規劃的內涵，並試著將校長專業五大核心能力融入於校長儲訓課程的設計，再舉辦學者專家焦點座談，針對校長儲訓課程設計之意見進行內容分析，進而歸納統整出儲訓課程規劃之具體內容，提出四點結論：一、「專業培育課程」應兼顧理論與實務的需求；二、「實務實習課程」應深入瞭解學校所面臨的問題，兼顧標竿與個案學習；三、「師傅教導課程」應強調師傅校長經驗傳承與互動分享；四、「博雅通識課程」應重視大師專題講座，培養領導者的博雅通識氣度，並提出相關建議，提供教育行政機關、儲訓單位及未來研究之參考。

The curriculum for the preparation of school principals refers to the educational program and training of working abilities which ensures the qualification of school principals and develops all kinds of knowledge， tendency， and ability that school principals need through a series of professional pre-service training curriculum and internship. We probed the viewpoints of domestic scholars， foreign scholars， and educational administration organizations; we integrated the five core competencies of school principal profession (including school affairs development competency， administration managerial competency， instructional leadership competency， public relationship competency， and professional responsibility competency) and the four curriculums for the preparation of school principals (including the profession curriculum， the internship curriculum， the mentorship curriculum， and the principalship curriculum). After merging the five core competencies with the four curriculums for the preparation of school principals and synthesizing the opinions of scholars and experts at the forums we held， we were able to draw the following four conclusions regarding the concrete content of the curriculums for the preparation of elementary and middle school principals in Taiwan: First， the profession curriculum should take both theory and practice into consideration; second， the internship curriculum should address in depth the questions that schools often confront and focus on learning from both role models and case studies; third， in the mentorship curriculum， the mentor principals should pass on their experience to the trainees， and what should be equally emphasized is the interaction and sharing between the mentor principals and the trainees; fourth， in the principalship curriculum， great scholars should be invited to give a series of lectures on specific topics so that profound knowledge and leadership can be developed in the trainees. Finally， suggestions were made that may be beneficial to the planning of the curriculums for the preparation of elementary and middle school principals in Taiwan in the future.