引领团队学习的教师课程领导者：特征与培养方式  

Curriculum Leaders： Characteristics and the Way of Cultivation

作　　者：刘径言[1] 

机构地区：[1]东北师范大学教育科学学院,吉林长春130024

出　　处：《高教研究与实践》2010年第3期16-20,共5页Research and Practice on Higher Education

摘　　要：教师团队学习需要出现一种高于经验的宽广视野；需要有人挑战常规共识性行为；需要有人引领发现问题与解决问题的思路与方式，因此在教师团队中培养、鼓励课程领导者是启动教师团队学习的支点。教师课程领导者未必有固定的职位，但必须有突出的专业水平；人格魅力与教育热情；反思能力与敏锐的观察力。教师课程领导者不是自然产生的，校长应该努力营造民主研讨氛围，让有潜力的教师自我发现，同时增加教师访问学习，与课程专家合作的机会，赋权于教师课程领导者，形成“教师治校”的管理机制。Teachers＂ Group learning calls for a broader vision above experience, and somebody who challenges conventional common viewpoints and leads the group to the path of thinking and the approach to find problem and solve problem. Therefore, cultivating and encouraging curriculum leader is a pivot to motivate learning in a teachers＇group. A curriculum leader must have outstand- ing professional ability, charming personality and passion for education and the reflective compe- tence and keen observation. School masters are expected to create a democratic academic atmos- phere, in which teachers discover their potentials, have more opportunities tot visit - learning and working with curriculum experts, and arc empowered as a curriculum leader and establish the administration mechanism of teachers - domination.

关 键 词：教师 课程领导者 团队学习 

分 类 号：G642.4[文化科学—高等教育学]