我国中小学校长培训起步于上世纪50—60年代，自20世纪80年代以来逐步发展，并初步走上了规范化、制度化的道路。经过十几年的努力，这一工作初具规模，学历达标和岗位能力提高问题也得到了一定程度的解决。虽然如此，但这一工作也还存在一些问题。首先，我国大多数的校长培训还是停留在低层次的基础性培训的水平，主要目的是实现校长的岗位达标，具有基础性、普及型、补偿性的特点。其次，我国的中小学校长培训还是以国家教育行政机构的统一领导为主，这种模式较少考虑培训对象的实际需求。第三，我国的校长培训内容更新速度慢，没有与前沿的理论思想保持与时俱进。最近20年来，很多研究者将目光转向了古老的智慧观念研究。他们对于智慧问题的研究，将为解决我国中小学校长培训工作中出现的三个主要问题提供了问题解决的思路。本研究的研究问题限定在我国中小学校长领导力中的智慧因素，首先运用内隐概念探讨中国中小学校长的内隐智慧观，然后基于该内隐智慧观进行案例的编写，并运用案例评定法检测校长智慧，寻找校长领导力中智慧的内容、评判校长智慧高低简单易行的办法、以及建立根据智慧评判结果制定培训方案的程序。本研究得出了以下几个结论：1、中国中小学校长的内隐智慧观包含十三个因素，这十三个因素分成了两个维度：认知性维度以及社会性维度。其中，认知性维度包含创新、反思、敏锐、知识、学习、表达、组织协调等七个因素；社会性维度包含宽容、公正、爱心、实践、合作、沟通等六个因素。同时，运用统计软件对于中国中小学校长的内隐智慧观的个体差异进行检验，分别考察不同性别、年龄和工作年限的个体在智慧内隐观不同侧面上的差异。结论是认知性维度在男、女性别变量上有显著性差异；认知性维度与社会性维度在年龄变量上没有显著性差异；认知性维度与社会性维度工作年限变量上没有显著性差异。2、本研究形成了基于校长内隐智慧的案例评定法这一校长智慧评判方法，该方法采用案例分析和集体评价，能够比较好地确认校长的智慧水平和需要培训的智慧要素。3、本研究通过测试结果建立了一个有针对性的校长智慧培训方案。

Our principal training started in the 1950s-1960s and gradually formed in a standardized and systematic way since the 1980s. After ten years’ development, in spite of the great achievements, there are still some problems in principal training. First, the majority of our principal trainings still remain at a low level of basic training. Second, our principal training institutions are under the guidance of national administration with less considering the actual needs of the trainee principals. Thirdly, the content of principal training updates slowly and does not keep abreast of the latest theory and ideas. In the past 20-odd years, many researchers turned to the old concept of wisdom. The studies on wisdom will surely provide the solutions to the three main issues of principal training mentioned above. This present study is firstly to explore the implict wisom of primary and secondary school principals by implict-theoretical method. Then make a school management case on the basis of implicit wisdom of Chinese primary and secondary school principals. Thirdly, using the case to test 15 principals and 3 evaluators will judge them. Lastly, the study tries to establish the procedures for the development of training programs. In this study, we obtained the following conclusions: First, implicit wisdom of Chinese primary and secondary school principals contain 13 factors and can be divided into two dimensions: cognitive dimension including innovation, reflection, keen, knowledge, learning, expression, organization and coordination and social dimension including tolerance, justice, love, practice, cooperation, communication. Meanwhile, male and female are two significat variabl to influence the understanding of principal wisdom in the cognitive dimension according to the result of statistical software. Second, based on the factors of implicit wisdom, this study formed a Case Evaluation Method of assess wisdom of principals. Finally, this study established simple procedures for the development of training programs.