教学领导理论：内涵、发展与评价

发布时间：2018-12-16 23:09

【摘要】：当前,我国基础教育课程改革进入纵深发展的新阶段。新课程的实施将引发学校管理理念和管理方式的重大变革。学校是专门的教育组织。对于学校而言,学校教育中培养目标的实现,不可能离开课堂教学这一基本途径。学校教学的中心地位需要学校有效的教学领导来保证。与行政领导、课程领导和教学管理有着本质区别,教学领导是领导者(各级教育行政部门、校长、教师及其他相关人员)为了实现教育教学目标,优化教学系统,通过民主与合作、开放与交流,规划教学发展愿景,提供教学支持系统,管理、视导与评鉴教学,发展教学文化以促进学生进步及教师专业成长的领导行为。20世纪末以来,不少学者已经建立较为清晰的教学领导模型(教学领导行为范畴)。总体来说,教学领导者应该承担：设置教学目标(愿景)、营造良好的学校气氛、提供教学支持、监督教学成效、促进教师专业发展和学生学业成就等责任。20世纪中后期西方的“有效学校运动”和“校本管理”推动了教学领导理论的兴起。教学领导的产生与发展受到当代领导理论中的转化式领导、道德领导以及分布式领导理论的影响。自诞生以来,该理论几经沉浮,大体上经历了兴起、沉寂以及再度兴盛三个时期。教学领导理论因其价值意蕴为教育领导领域的理论研究和教育改革实践提供了全新的视角与操作指南：教学领导以教学专业属性为基础,追求的价值取向是专业取向而非行政取向；教学领导回归学校管理的育人本质；教学领导引领学校管理方式从控制型管理向教育型管理变革。教学领导理论的局限性主要体现在其理论发展尚待完善,在理论认知、实践运用以及实施过程中会遇到诸多障碍。为了将这种全新的领导理念真正融入到我国中小学教育教学实践,我们应该在以下几方面做出努力：优化领导程序,合理配置教学领导时间；转变传统领导观念,走向共享式领导；完善领导考核制度,注重教学领导绩效；发展可持续教学文化,构建学习共同体；开辟多元沟通渠道,营造支持性的教学环境。
[Abstract]:At present, China's basic education curriculum reform has entered a new stage of in-depth development. The implementation of the new curriculum will lead to major changes in school management concepts and management methods. Schools are specialized educational organizations. For schools, it is impossible to achieve the training goals in school education without the basic approach of classroom teaching. The central position of school teaching needs effective teaching leadership. It is different from administrative leadership, curriculum leadership and teaching management. Teaching leadership is a leader (administrative departments at all levels, principals, teachers and other related personnel), in order to achieve the goals of education and teaching, optimize the teaching system, Through democracy and cooperation, openness and communication, planning teaching development vision, providing teaching support system, management, teaching guidance and evaluation, and developing teaching culture to promote student progress and teacher professional growth leadership behavior since the end of the 20th century, Many scholars have established a clear teaching leadership model (teaching leadership behavior category). In general, teaching leaders should undertake to set up teaching goals (vision), create a good school atmosphere, provide teaching support, and monitor teaching effectiveness. The "effective school movement" and "school-based management" in the middle and late 20th century promoted the rise of teaching leadership theory. The emergence and development of teaching leadership are influenced by transformational leadership, moral leadership and distributed leadership theory. Since its birth, the theory has experienced three periods of rise, silence and resurgence. The theory of teaching leadership, because of its value implication, provides a new angle of view and an operational guide for theoretical research and educational reform practice in the field of educational leadership: teaching leadership is based on the professional attributes of teaching. The value orientation pursued is the professional orientation rather than the administrative orientation; Teaching leaders return to the essence of educating people in school management, and teaching leaders lead the reform of school management from control-oriented management to education-oriented management. The limitation of the theory of teaching leadership is that the development of the theory is still to be perfected, and many obstacles will be encountered in the process of theoretical cognition, practical application and implementation. In order to integrate this new concept of leadership into the teaching practice of primary and secondary schools in our country, we should make efforts in the following aspects: optimizing the leadership procedure and rationally allocating the teaching leadership time; To change the traditional leadership concept and move towards shared leadership; to improve the leadership assessment system, pay attention to the performance of teaching leadership; to develop sustainable teaching culture, to build a learning community; to open up multiple channels of communication; to create a supportive teaching environment.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G637

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