教学领导的研究进展与实施策略  

Instructional Leadership: Development and Implementation

作　　者：张晓峰[1] 

机构地区：[1]上海师范大学现代校长研修中心,上海200234

出　　处：《教师教育研究》2012年第1期56-60,共5页Teacher Education Research

基　　金：全国教育科学规划教育部青年课题(EFA100381);教育部人文社会科学一般项目(10YJC880159)成果之一

摘　　要：教学是学校的中心工作。随着全国范围内课程和教学改革的深入推进,人们越来越关注教学领导。教学领导研究是当前国际上的一个研究热点,并呈现新的特点。教学领导涉及多方面的因素,校长不仅要担当教学监控、反馈和指导等职能,而且还要致力于营造良好的学校文化和组织氛围;校长不仅是教和学的领导者,同时还承担支持者的角色,为教学提供资源和时间上的保障,促进教师在专业上不断进步。而教师也不再只是单纯的课程执行者的角色,而是被赋予课程开发者的角色,创造性地生成课堂和开展教学。With the implementation of teaching innovation, more attention has been attached to instructional leadership. More than often, teaching and learning has been the focus of research in educational leadership. As an instructional leader, he/she should not only monitor teaching and learning and give feedback to teachers, but also build a school climate which encourages teaching and learning. Leadership should be shared and distributed among teachers so that they could play a role as instructional leaders. Besides, school leaders should provide various supports and guarantee enough time for teaching and learning, as well as facilitate teacher professional development.

关 键 词：教学领导 教师专业自主权 教师专业发展 学校氛围 

分 类 号：G652[文化科学—教育学]