【作者】 陈莹；

【导师】 孙鹤娟；

【作者基本信息】 东北师范大学 ， 教育经济与管理， 2011， 博士

【摘要】 研究通篇回答:何谓名校长?何以为名校长?研究思维路径是:论引—取证—结果处理—结论。第一步,使用调查研究法的问卷法,得出官方、民间、学界、业内、名校长本人,对“何谓名校长?何以为名校长?”的回答。此谓论引:一种模糊认定中的“想当然”。第二步,通过叙事性访谈,走进名校长的教育生活,聆听名校长的叙述,记录名校长职业生涯的“蝶样美业”。此谓取证:一份栩栩真实里的“实然”。第三步,基于内容分析法的启发,汲取自然科学实验操作的启发,对叙事性访谈的文本进行分析。然后,将论引部分的调查结果与取证部分的分析结果进行比对,并提炼出“同”与“异”。此谓结果处理:一次“同”与“异”的审校。第四步,首先,对审校结论中关于“何谓名校长”的研究结论进行综述,呈现名校长所具有的角色要素。然后,从一个假设出发:假设“要素”是“因素”,选用马克思的人学思想作为定理,来论证假设,在对假设的证实或证伪中归纳、分析、提炼,得出“何以为名校长”的答案,呈现名校长成为名校长的因素(基本因素)。最后,将基于之前的归纳性的研究结论,对名校长的应有之义进行论述。此谓结论:“何谓名校长”与“何以为名校长”的求解。何谓名校长,即指名校长所具有的角色要素是什么?何以为名校长,即指名校长成为名校长的因素是什么?模糊认定的“想当然”认为:教育思想、教育理想、教育观、教学思想、学生观、教师观、职业情感、角色责任、工作能力、管理能力与管理思想、交往能力、个性特点、成就感、被认可,是名校长的角色要素。教育思想、教学思想、职业情感、工作能力、角色获得、被支持、职业成长历练、经验累积、学识教育背景、人生经历,是名校长成为名校长的因素。对比模糊认定中的“想当然”与栩栩真实里的“实然”,通过论证和求解,本研究认为:①名校长所具有的角色要素为:教育思想、教育理想、教育观、教学思想、学生观、教师观、职业情感、角色责任、工作能力、管理能力与管理思想、交往能力、个性特点、成就感、被认可、角色认知、组织情感、问题意识、应对现实、被阻力、被质疑、创新意识、尊重规律、思考意识、价值意义、教育理论素养、关注学生、敢于言、教育爱、教育行为、走进教师、价值追求、学习借鉴。②名校长成为名校长的因素(基本因素)有:教育思想、教育理想、教育观、教学思想、学生观、教师观、职业情感、角色责任、工作能力、管理能力与管理思想、个性特点、问题意识、创新意识、尊重规律、价值追求、角色获得、被支持、职业成长历练、经验累积、学识教育背景、人生经历。更多还原

【Abstract】 Throughout the whole study there exists one question to answer: What are successful principals? Why are they considered to be successful principals? The path of thinking of the study is: leading-in - evidence– results-dealing - argument - conclusion. The first step is the use of the questionnaire survey method to obtain the answer of the questions, that is,―What are successful principals? Why are they considered to be successful principals?‖from officials, civil society, academia, industry, and school principals in person, which is the lead-in part, the illustration of a vague identification found in the idea of "taken for granted." The second step is done through narrative interviews, into the educational life of successful principals, listen to their narration, and record their careers, which is called to be evidence: the truth in the "practice." The third step, based on the method of content analysis and inspired by the operation of natural scientific experiment, analyzes the text of the narrative interviews. Then, compare the findings of the lead-in part and the results of the evidence part, and extract the "similarities" and "differences." And that is the result-dealing part, which is the revision of―similarities‖and―differences‖. The beginning part of the fourth step is the revision of the conclusion of "What are successful principals?" showing the possessive elements of the role of principals. Then, starting from a hypothetical: Suppose,―Element‖is the―factor‖. Human selection of Marx’s thought is used as theorem to prove the hypothesis, during the process of confirmation or falsification, to induct, analyze, extract, and come to conclusion of "why are they successful principals?" showing the factors that motivate successful principals to become successful principals. Then, based on the conclusion of previous inductive research, the proper meaning of principals are discussed, which is just the conclusion of this study.―What are successful principals?‖refers to the possessive elements of the role of successful principals. The question―Why are they successful principals?‖means the factors help successful principals become successful principals. A vague "assumption" is that: education ideas, educational philosophy, teaching ideas, student ideas, professional feelings, roles and responsibilities, working ability, management ability and management thinking, communication skills, personality, sense of achievement, and the needs of being recognized are role elements of successful principals. While education ideas, teaching ideas, professional feelings, ability to work, working ability, being supported, professional growth experience, experience accumulation, educational background, life experience, are elements of the growth of successful principals. Comparing vague identification of the "taken for granted" and the truth in the "practice", by demonstrating and solving, this study suggests that: 1. The role elements of successful principals: education ideas, education ideals, teaching ideas, views of students and teachers, professional feelings, roles and responsibilities, working ability, management ability and management thinking, communication skills, personality, sense of accomplishment, being recognized, role cognition, affective organization, problem awareness, respond to reality, being resisted, being challenged, creativity, respect for laws, thinking consciousness, value meaning, theoretical knowledge of education, concerns about the students, dare words, education love, education behavior, into the teacher, value pursue, learn and reference. 2.Basic factors to become successful principals are: education ideas and ideals, educational philosophy, teaching ideas, student, teachers view professional feelings, roles and responsibilities, work, management ability and management thinking, personality, problem awareness, sense of innovation, respect for the laws, values pursue, role acquisition, being supported, professional growth experience, experience accumulation, educational background, and life experiences.更多还原