教师课程领导学校场域与专业基质的个案研究

发布时间：2018-03-15 18:20

本文选题：教师　切入点：课程领导　出处：《东北师范大学》2011年博士论文　论文类型：学位论文

【摘要】：工具主义取向的课程研究面对复杂的学校教育已凸显其局限性,随着课程改革的推进以及校本课程开发的兴起,学校课程领导和教师专业发展正逐渐成为教育研究不得不关心的课程问题。特别是新课程改革将课程管理的权力下放,课程领导的重要性与日俱增,教师课程领导也成为众望所归。在学校的课程发展过程中,了解教师课程领导的学校场域与专业基质,对于深入理解学校课程发展中的教师发展非常重要。本研究从文化—个人观的视角出发,运用场域的方法论,着重了解教师课程领导的学校场域、教师课程领导的专业基质,并解释教师课程领导行为产生的原因。采用以族志学为主的研究方法,以E小学和F小学两所学校为分析单位,两位教师课程领导者为主要研究对象,利用深度访谈、参与式观察和文件分析等方法,呈现了教师课程领导者在专业学习社群中的领导行为,分析了教师课程领导学校场域和专业基质的现状,对其进行解释,并给出相关改进的建议。引言部分主要阐述本研究问题产生的背景,包括国内外的研究现状以及采用的研究方法,并描述本研究的分析框架。第一章,属于文献综述部分,主要介绍教师课程领导的相关理论,包括领导学理论、课程领导理论和教师领导理论,并界定相关概念。第二章和第四章分析两所小学E小学和F小学的学校场域,从学校的制度、结构、愿景和文化四个方面来进行描述,并说明两所小学校长领导风格的不同。从场域、惯习和资本三个方面去探索教师课程领导的学校场域。第三章和第五章也是本研究的重点,介绍两所小学的教师课程领导的专业基质,具体地包括教师课程领导者的特质、动机,教师课程领导的权力,教师课程领导在专业学习群体中的角色和影响。第六章,是本研究的结论与建议。研究发现,教师课程领导者是教师专业社群发展的启动支点。适合教师课程领导者成长的场域有明显特征,即在学校文化、制度、结构、愿景等方面都能体现出来。在不同的学校文化背景下,教师课程领导呈现出不一样的特征,也因此,教师课程领导是一项校本化任务,而不是简单的照抄照搬。另外,每种教师课程领导行为的产生受到领导动机、学校场域、教师团体关系等学校环境的影响。校长课程领导影响教师课程领导,非正式职位的教师课程领导并不会自发产生,需要学校提供成长的土壤。研究建议创造良好的教师课程领导场域,要注重学校文化的建设,制定激励机制,推进学校课程权力的下移。加强校长的课程领导力,并关注教师的个人意识,尤其是对自身专业发展和领导的影响,提升教师课程领导的实效。
[Abstract]:The curriculum research oriented towards instrumentalism has highlighted its limitations in the face of complex school education, along with the advancement of curriculum reform and the rise of school-based curriculum development. School curriculum leadership and teachers' professional development are gradually becoming the curriculum problems that educational research has to pay attention to. Especially, the new curriculum reform devolves the authority of curriculum management, and the importance of curriculum leadership is increasing day by day. In the course of school curriculum development, it is very important to understand the school field and professional matrix of teacher curriculum leadership for further understanding the teacher development in school curriculum development. From the perspective of culture-individual view, this study focuses on the school field of teacher curriculum leadership, the professional matrix of teacher curriculum leadership, and the field methodology. It also explains the causes of teachers' curriculum leadership behavior. It adopts the research method of ethnology as the main research method, takes E and F primary schools as the analysis units, and two teachers' curriculum leaders as the main research objects, and makes use of in-depth interviews. By means of participatory observation and document analysis, this paper presents the leadership behavior of teachers' curriculum leaders in the professional learning community, analyzes the present situation of teacher curriculum leadership schools' field and professional matrix, and explains them. Suggestions for improvement are also given. The introduction mainly describes the background of this research, including the domestic and foreign research status and research methods, and describes the analytical framework of this study. The first chapter, which belongs to literature review, mainly introduces the related theories of teacher's curriculum leadership, including the theory of leadership, the theory of curriculum leadership and the theory of teacher leadership, and defines the relevant concepts. The second and 4th chapters analyze the school field of E and F primary schools in two primary schools, describe the school system, structure, vision and culture, and explain the difference of the leadership style between the two primary school principals. To explore the school field of teacher curriculum leadership in three aspects: habit and capital. Chapter three and Chapter 5th are also the emphases of this study. It introduces the professional matrix of teachers' curriculum leadership in two primary schools, including the characteristics, motivation, power of teachers' curriculum leadership, the characteristics of teachers' curriculum leaders, the motivation of teachers' curriculum leaders, and the power of teachers' curriculum leadership. The role and influence of teacher curriculum leadership in professional learning groups. Chapter 6th is the conclusion and suggestion of this study. It is found that teacher curriculum leader is the starting point of teacher professional community development. The field suitable for teacher curriculum leader growth has obvious characteristics, that is, school culture, institution, structure, etc. Under the different school culture background, the teacher curriculum leadership presents the different characteristic, therefore, the teacher curriculum leadership is a school-based task, but not simply copied. Each kind of teacher's curriculum leadership behavior is influenced by the school environment, such as the school field, the school field, the teacher group relationship and so on. The principal curriculum leadership influences the teacher curriculum leadership, the informal position teacher curriculum leadership does not come into being spontaneously. Schools are needed to provide the soil for growth. The research suggests to create a good field of teachers' curriculum leadership, pay attention to the construction of school culture, establish an incentive mechanism, promote the downward movement of school curriculum power, strengthen the principal's curriculum leadership, and pay attention to the personal consciousness of teachers. In particular, the impact on their own professional development and leadership, to enhance the effectiveness of teacher curriculum leadership.
【学位授予单位】：东北师范大学
【学位级别】：博士
【学位授予年份】：2011
【分类号】：G423

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