论课程领导  

On Curriculum Leadership

作　　者：张华[1] 

机构地区：[1]杭州师范大学教育科学研究院院长教授博士生导师,杭州310036

出　　处：《教育发展研究》2014年第2期1-9,共9页Research in Educational Development

基　　金：教育部人文社会科学重点研究基地重大课题“中国21世纪新课程改革研究”(11JJD880036)的部分成果

摘　　要：课程领导系课程变革过程中不同课程利益相关者通过民主合作而进行的创新性课程工作,其核心是问题解决与课程创生。它是20世纪70年代以后伴随教育民主化运动的深入、课程领域的"范式转换"和课程变革过程研究的深化而产生的新兴课程研究领域。"课程领导观"是对"管理主义课程观"的反思与超越,其理论基础是解放理性和课程创生取向。我国教育应走向创生性课程领导,这意味着:将一切课程转化为校本课程;让教师在课程理解与创生中促进自身专业成长;让学生在真实的探究学习中不断促进个性与创造性发展;将学校变成学习共同体;将课程开发变成行动研究。由此让教师真正成为课程领导者,构建每一个学校自己的课程体系。Curriculum leadership is an innovative curriculum work carried on by different curriculum stakeholders through problem solving and curriculum enactment. It is a rising research field on the background of the deepened movement of educational democracy since 1970s, the paradigmatic shifting in curriculum field, and the development of curriculum change study. Curriculum leadership view is the reflection and transcendence of managerial perspective of curriculum. Its theoretical foundations are emaneipatory rationality and curriculum enactment orientation. Chinese education should adopt enacting curriculum leadership, which means that： to transform all kinds of curriculum into school-based curriculum; to help teachers promote their professional development through the process of understanding and enacting curriculum; to help students promote their personal and creative development through real inquiry learning; to change schools into learning communities; to transform curriculum development into action research. These can help teachers become real curriculum leaders, and it is possible to construct unique curriculum system in each school.

关 键 词：课程领导 创生性课程领导 管理主义 校本课程开发 行动研究 

分 类 号：G423[文化科学—课程与教学论]