【作者】 张兆勤；

【导师】 蔡宝来；

【作者基本信息】 西北师范大学 ， 教育， 2004， 硕士

【摘要】 学校发展计划是从国外引入的一个新的管理理念，是改善学校管理的一种有效的手段和工具。中英甘肃基础教育项目把学校发展计划作为项目的核心内容之一，针对甘肃贫困地区农村教育发展的实际，赋予学校发展计划新的内涵，在其制定和实施过程中，强调通过自下而上的广泛参与方式，使学校、社区和教育行政部门之间通过沟通、交流与合作，就当地学校的发展形成共识，从而建立起密切的联系，以期解决学校发展中存在的主要问题，使学校未来的发展更具有前瞻性和可持续性。 本研究立足于中英甘肃基础教育项目县之一的和政县，通过运用问卷调查、访谈、座谈、查阅学校发展计划文本及相关资料等方法，对该县的12所农村小学三个学年(2000年至2003年)制定和实施学校发展计划的情况进行了调查和研究。研究表明，学校发展计划的理念已被当地学校、社区和教育行政部门接受，学校发展计划的制定和实施在促进当地学校和社区的发展、提高校长的管理水平、促进教师和学生的自身发展、改变教育行政部门的工作方式等方面产生了积极影响。通过制定和实施学校发展计划，当地学校和社区的关系得到明显改善，校长和教育行政部门的管理更趋科学、民主与人性化，教师参与学校管理的积极性被调动了起来，学生在“以学生为中心”的参与式教学活动中直接受益。另外，研究还发现，学校发展计划在其制定和实施过程中还存在着项目局限性、监测评估体系不完善、社区参与广度和深度不够等一些问题，其可持续性和广泛适用性也面临着巨大的挑战。最后，本文针对存在的问题和面临的挑战，提出了建议和对策。更多还原

【Abstract】 As a new idea and an effective measurement to improve school management, School Development Plan (SDP) has been introduced to China from abroad. China-UK Gansu Basic Education Project takes the SDP as a core component of the project aiming at the rural education development in the poor areas in Gansu and attaches new concepts to the Plan. In making SDP the participatory approaches have been adopted through bottom-up procedure to communicate the schools with communities and the education authorities. This process will help achieve understanding in school development and form close relationship in solving key problems existing in school development, so that the school development can be predicting and sustainable.This study is based on the situation in one of the project counties-Hezhen. Survey has been carried out through questionnaire, interviewing, seminar, and reviewing SDP documentations within 12 primary schools on their making and implementing SDP in last 3 years (from 2000 to 2003). This study shows the SDP has been universally accepted by the schools, communities and governmental sections. The implementation of SDP has promoted the development of the schools and communities, upgraded school management and enhanced self-development of teachers and students. By implementation of the SDP the relation between the schools and communities become closer. The headteachers manage their schools in a more scientific and democratic way. The teachers and students have been motivated in participating in school management. The students have been benefited from the learning-centered programs. But the study also shows that the restrictions exist in making and implementing the SDP plan. The monitoring and assessment system is not perfect. The community’s participation is limited. Its sustainability and adaptation has been challenged. In the last part of the study, suggestion and strategies have been raised.更多还原