美国中小学生领导力培养的学科渗透模式  

Review on the Model of Learning Leadership across the Disciplines for Primary and Secondary School Students in USA

作　　者：翁文艳[1] 李家成[2] 

机构地区：[1]中国浦东干部学院领导研究院,上海201204 [2]华东师范大学基础教育与发展研究所,上海200062

出　　处：《课程．教材．教法》2013年第10期121-127,共7页Curriculum，Teaching Material and Method

基　　金：2012年度国家社会科学基金青年项目"社会主义核心价值体系融入国民教育的新途径研究"(项目批准号:12CKS044);教育部人文社科重点研究基地重大课题"义务教育阶段学生班级日常生活重建与学生发展研究"(项目编号:11JJD880013)的阶段性研究成果

摘　　要：美国中小学生领导力培养受到高度的关注;其对领导力的理解,是一种引领他人按照社会公认的价值观去改善社会的行为过程,包括社会责任感、服务意识、积极人生观、创新能力、沟通能力、合作能力等一系列综合素质与能力。美国中小学教师在多门基础课程教学的过程中,主动渗透领导力学习的思想,形成了学生领导力培养的学科渗透模式。该模式重视价值观教育、学生学习的主体作用、学生的主动参与和积极反思等。这一模式在育人目标的清晰、教育体系的更新、教育者领导力的提升、学校多样化特色教育的拓展四个方面,对我国教育改革具有借鉴意义。Developing primary and secondary school students＇ leadership is highly concerned in USA. According to its definition, leadership is a process leading others to the positive social change based on the social recognized values. Leadership for pupils includes a series of comprehensive skills and capabilities such as social responsibility, service consciousness, positive values, innovation ability, communication skills, team-working skills, etc. American school teachers designed some lessons and teaching activities for learning leadership across the disciplines and formed the model of learning leadership across the disciplines for primary and secondary school students. The model attached great importance to values education, student-centered learning strategy, and students＇ active participation and positive reflection. It is argued that we might gain enlightenment from the model for our education reform on clarifying the educational goals, renewing the educational systems, developing educators＇ leadership, and expanding school diversified characteristic education.

关 键 词：美国 中小学生领导力培养 学科渗透模式 

分 类 号：G421[文化科学—课程与教学论]