我国教师课程领导力提升的困境及其出路  

Difficulties and Outlet of Teachers' Curriculum Leadership in Our Country

作　　者：叶丽萍[1] 朱成科[1] 

机构地区：[1]渤海大学教育与体育学院,辽宁锦州121013

出　　处：《教师教育论坛》2013年第12期44-47,共4页Teacher Education Forum

基　　金：教育部人文社科青年项目"基于‘扎根理论研究’的农村基础教育改革范式的行动反思与理性建构"(编号:10YJCZH120)研究成果

摘　　要：新一轮课程改革中,"课程领导"成为研究的热点,本该成为课程领导者重要成员之一的教师却在很大程度上游离于课程领导之外。传统科层制管理,教师本身的经验思维模式及其个人的功利追求成为教师课程领导力提升的重要阻碍,为此,应对其提供适当赋权增能的保障,使教师形成理论思维的根基,并以建立合作分享文化为核心。In the new round of curriculum reform, ＂curriculum leadership＂ has become the research hot spot. Teachers who should have become one of the important members of course leader dissociate from the curriculum leadership to a great extent. The traditional bureaucracy management, teachers＇ experience of thinking mode and their utilitarian personal pursuit have become the important obstacle of teacher＇s curriculum leadership. Therefore, the appropriate empowerment security should be provided, to make teachers to form the foundation of their theoretical thinking and to establish cooperation as the core.

关 键 词：教师 课程领导力 困境 路径 

分 类 号：G451[文化科学—教育学]