新课改背景下的教师课程领导力研究

发布时间：2018-12-25 14:21

【摘要】：新课程改革首次提出教师是课程开发的引领者,教师在新课程改革中的领导作用得到了认可,教师课程领导力及其相关研究日益得到重视。教师课程领导力的研究是新课程改革的要求,对于促进课程理论的发展和推动课程改革的实践具有重要的意义。然而,就目前来讲,我国对教师课程领导力的研究还相对匮乏,从而导致教师课程领导力在新课程改革进程中并未得到有效的发挥。因此,有必要对教师课程领导力进行系统的理论和实践的研究,推动新课程改革的顺利进行。教师的课程领导力是指教师作为课程开发(包括课程设计、课程规划、课程实施和课程评价等方面)引领者的一种能力。从基本理念上讲,教师课程领导力包括以下几个方面:教师专业成长的教师观;课程品质提升的课程观;平等共享互动的领导观;学生全面发展的学生观。目前,教师课程领导力的现状不容乐观,我国对于教师课程领导力的认识不足,导致多数教师在新课改的进程中一直在课程领导之外游离。具体表现为:主观上,教师对课程领导接触不多,自身的课程领导意识不强;客观上,教师发挥课程领导力的环境缺乏以及教师参与课程领导的权力缺失。造成这种现状的原因有多种,既有制度层面和文化层面的原因,也有教师自身这层面的原因。制度层面,传统学校管理体制的阻碍和教师课程评价机制不完善;文化层面,学校管理者教育理念和学校固有的文化氛围的影响;教师层面,主要体现在教师的课程领导意识淡薄、课程领导知识面不足、课程开发能力低下、团队合作与协调力差这四个方面。为了发挥教师参与学校课程领导的功能,可以从制度、环境、团队协作以及教师自身这四个方面着力。第一,制度保障:赋予教师课程领导的权力;第二,环境支持:营造教师课程领导的学校环境;第三,团队协作:建立教师参与课程领导团队;第四,自身努力:教师课程领导素质的自我提升。
[Abstract]:The new curriculum reform puts forward that teachers are the leaders of curriculum development for the first time, teachers' leadership role in the new curriculum reform has been recognized, and teachers' curriculum leadership and its related research have been paid more and more attention. The research of teachers' curriculum leadership is the requirement of the new curriculum reform, and it is of great significance to promote the development of curriculum theory and the practice of curriculum reform. However, at present, the research on teachers' curriculum leadership is relatively scarce in our country, which leads to the failure of teachers' curriculum leadership in the course of the new curriculum reform. Therefore, it is necessary to carry out systematic theoretical and practical research on teacher's curriculum leadership to promote the smooth progress of the new curriculum reform. Teachers' curriculum leadership refers to the ability of teachers to lead curriculum development (including curriculum design, curriculum planning, curriculum implementation and curriculum evaluation). From the basic concept, the teacher's curriculum leadership includes the following aspects: teachers' view of professional growth, curriculum view of improving curriculum quality, equal sharing and interactive leadership view, and students' view of all-round development. At present, the current situation of teacher's curriculum leadership is not optimistic, our country has insufficient understanding of teacher's curriculum leadership, which leads to the majority of teachers have been outside curriculum leadership in the process of new curriculum reform. The concrete performance is: subjectively, teachers have little contact with curriculum leadership, and their own awareness of curriculum leadership is not strong; objectively, teachers lack of environment to play curriculum leadership and lack of teachers' power to participate in curriculum leadership. There are many reasons for this kind of situation, not only in system and culture, but also in teachers themselves. At the system level, the traditional school management system hinders and the teacher curriculum evaluation mechanism is not perfect, the cultural level, the school manager education idea and the school inherent culture atmosphere influence; At the teacher level, teachers' consciousness of curriculum leadership is weak, the knowledge of curriculum leadership is insufficient, the ability of curriculum development is low, and the ability of team cooperation and coordination is poor. In order to play the role of teachers participating in school curriculum leadership, we can focus on four aspects: system, environment, team cooperation and teachers themselves. First, institutional guarantee: empowering teachers to lead curriculum; second, environmental support: creating school environment for teachers' curriculum leadership; third, team cooperation: establishing teachers' participation in curriculum leadership team; Fourth, self-effort: self-improvement of teacher's curriculum leadership quality.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G632.3

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