教师课程领导的实践向度与文化意蕴
发布时间：2019-04-11 14:06
【摘要】：教师课程领导的实践向度具体表现为以教学实践为导向、以学科领导为基本单位、以深度组织学习为基本领导途径和以每位教师的发展为本体性目标。它本身具有丰富的文化意蕴,它代表学科为本的研究型文化、民主和合作的共享型文化、动态和活性的革新型文化的产生。教师课程领导者应该是情感成熟、有领导动机和教学技能的教师。
[Abstract]:The practical orientation of the teachers' curriculum leadership is based on teaching practice, subject leadership as the basic unit, deep organizational learning as the basic leadership approach, and the development of each teacher as the primary goal. It itself has rich cultural implications, which represents the emergence of discipline-based research culture, democratic and cooperative shared culture, and dynamic and active revolutionary culture. The teacher curriculum leader should be a teacher with emotional maturity, leadership motivation and teaching skills.
【作者单位】： 江南大学田家炳教育学院;吉林大学高等教育研究所;
【基金】：中央高校基本科研业务费专项资金资助项目(JUSRP111A57) 教育部人文社会科学研究青年基金项目(10YJC880065)
【分类号】：G451.1
本文编号：2456470
[Abstract]:The practical orientation of the teachers' curriculum leadership is based on teaching practice, subject leadership as the basic unit, deep organizational learning as the basic leadership approach, and the development of each teacher as the primary goal. It itself has rich cultural implications, which represents the emergence of discipline-based research culture, democratic and cooperative shared culture, and dynamic and active revolutionary culture. The teacher curriculum leader should be a teacher with emotional maturity, leadership motivation and teaching skills.
【作者单位】： 江南大学田家炳教育学院;吉林大学高等教育研究所;
【基金】：中央高校基本科研业务费专项资金资助项目(JUSRP111A57) 教育部人文社会科学研究青年基金项目(10YJC880065)
【分类号】：G451.1
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1 郭威;教师课程领导的概念框架与问题透视[D];华东师范大学;2007年
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