小学校长课程领导的个案研究

发布时间：2018-05-28 08:48

本文选题：课程改革 + 课程领导　；参考：《广西师范大学》2015年硕士论文

【摘要】：我国新一轮基础课程改革实行三级课程管理制度,国家、地方、学校分别拥有不同的课程管理权利。校长作为第一负责人,课程运行过程中产生的各种冲突和矛盾,教师的专业发展等等,都涉及校长课程领导的诸多问题,课程领导逐渐成为专家学者研究的一个新领域。然而,在已有的文献研究中,更多侧重于课程领导的理论研究,而对于校长课程领导的个案研究少之又少。本研究以Z小学为例,采取了文献法、个案研究、访谈法等方法对该学校校长课程领导进行个案研究。希望通过此个案研究,呈现校长在课程领导中存在的问题与有益经验,为课程领导研究提供实践素材。本文一共分成六章。第一章是绪论,其包括四个方面的内容：一是研究主题的提出,笔者从基础课程改革的需要、学校教师专业发展需要、课程改革过程中产生矛盾需要协调和解决和本身专业的兴趣四个方面阐述了选题的缘由。二是从理论和实践两个方面阐述了研究的意义。三是文献综述,从校长课程领导的内涵、功能、角色、任务、策略等几个方面进行分类综述,并就本研究的理论依据和切入点展开论述。四是陈述本研究的方法。第二章是本研究相关概念的界定,主要对领导、课程领导、校长课程领导这些概念进行了界定,理清了小学校长课程领导的要素。第三章是阐述本研究的理论依据,本研究运用课程编制理论、课程实施取向理论、多元智力理论和领导权变理论分析本案例中校长课程领导的若干问题。第四章是实地考察。本研究从课程组织、课程规划、课程设计、课程实施、课程评价这几个方面对个案进行调查调研。本研究发现该学校校长的课程领导具有如下特点。一是对课程组织进行分权灵活地领导,二是对课程规划实行决策式的领导,三是对课程设计实行统筹领导,四是对课程实施实行率先垂范,用自己的行动带领学校教师进行课程实施,同时用柔性推动的方式促进教师课程实施。五是在课程评价上采用多元评价和系统领导,注重发挥评价的改进和发展功能,促进学生全面发展和个性张扬,提高教师专业发展,促进学校课程建设。第五章指出小学校长课程领导存在的问题并进行原因分析。本研究就课程领导存在的课程领导概念的模糊、课程领导的角色定位不清楚、缺少专家学者的支持、老师课程意识淡薄、缺少资金的支持等问题进行了分析。第六章提出提高小学校长课程领导能力的建议,笔者从内部因素和外部因素两个方面提出如下建议：首先要改善课程领导的内部环境：一是促进校长的个人持续学习,二是正确的角色定位,三是促进教师的专业发展,四是加强学校文化建设。其次是加强外部条件的支持：一是争取外部财政的支持,二是寻求课程专家的帮助,三是加强学校之间的交流合作,四是充分利用家长和社区的资源。
[Abstract]:The new round of basic curriculum reform in China carries out the three level course management system. The state, the local and the schools have different rights in the course management. The principal is the first person in charge. The various conflicts and contradictions arising in the course of the course run, the professional development of the teachers and so on, all of which involve the problems of the principal's curriculum leadership, and the course leadership is gradually becoming However, in the existing literature research, more emphasis is placed on the theoretical research of curriculum leadership, while the case studies of principal curriculum leadership are few. This study took Z primary school as an example, and took the literature, case study, interview and other methods to conduct case studies on the school principal's leadership. Through this case study, we present the problems and useful experiences of the principal in the course leadership, and provide practical material for the curriculum leadership research. This article is divided into six chapters. The first chapter is the introduction, which includes four aspects: first, the research theme, the needs of the basic curriculum reform, the needs of the professional development of the school teachers, In the course of the course reform, there are four aspects that need coordination and solution and the interest of their own specialty. Two, the significance of the study is expounded from two aspects of theory and practice. Three is a literature review, which is summarized from the connotation, function, role, task and strategy of the principal's curriculum leadership. The four is to state the theoretical basis and point of entry. The second chapter is the definition of the related concepts of this study. The main concepts of leadership, curriculum leadership, principal curriculum leadership are defined, and the elements of the primary school principal's leadership are clarified. The third chapter is the theoretical basis of this study, and the application of the course in this study. The fourth chapter is the field investigation. This study investigates the cases from the aspects of curriculum organization, curriculum planning, curriculum design, curriculum implementation, and curriculum evaluation. This study finds the school. The principal's curriculum leadership has the following characteristics. One is the decentralization and flexible leadership of the curriculum organization, the two is the leadership of the decision making of the curriculum planning, the three is the overall leadership of the curriculum design, the four is to take the lead in the implementation of the curriculum implementation, to lead the school teachers to carry out the curriculum with their own actions, and to use flexibility to promote the curriculum implementation. Five is to promote the implementation of teachers' curriculum. In the course evaluation, we adopt multiple evaluation and system leadership, pay attention to the improvement and development function of the evaluation, promote the overall development and personality of the students, improve the professional development of the teachers and promote the construction of the school curriculum. The fifth chapter points out the problems existing in the primary school principal's curriculum leadership and analyzes the reasons for the reasons. In the sixth chapter, the author puts forward some suggestions on improving the leadership ability of the primary school principals, including the internal and external factors, which are two factors, including the internal and external factors, which are vague, the role orientation of the curriculum leadership is unclear, the support of the experts and scholars, the weak consciousness of the teachers' curriculum and the lack of funds. The following suggestions are put forward: first, we should improve the internal environment of the curriculum leadership: first, to promote the personal continuing study of the principal, the two is the correct role orientation, the three is to promote the professional development of the teachers, the four is to strengthen the construction of school culture. The second is to strengthen the support of the external conditions: one is to strive for the support of external finance, and the two is to seek curriculum specialization. The three is to strengthen the exchange and cooperation between schools, and the four is to make full use of the resources of parents and communities.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G622.3

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