学习领导理论的基本理念、理论模型和经验启示  

On Basic Ideas, Theoretical Models and Experience Reference of Leadership for Learning Theory

作　　者：艾诗根[1] 

机构地区：[1]华东师范大学教育学系,上海200062

出　　处：《比较教育研究》2016年第5期106-112,共7页International and Comparative Education

基　　金：教育部人文社会科学重点研究基地华东师范大学基础教育改革与发展研究所"十二五"重大项目"基础教育改革与‘生命.实践’教育学派创建研究"(项目编号:11JJD880034)的部分成果

摘　　要：进入21世纪以来,英美等国的教育学者将教育领导研究的焦点聚集在学校最为核心的"学习"任务上,提出了学习领导理论,开创了理解教育领导的新范式。学习领导理论视学习和领导为一种实践活动,把道德领导作为建构自身的价值基础,以提高领导密度来坐实学习领导的实践内涵。在学习领导理论发展过程中,形成了学习领导的"婚礼蛋糕"模型、学习中心领导结构模型以及学习领导的综合模型等3种重要模型。学习领导理论的研究拓展了教育领导理论的视域。提升学习者的学习质量和培育优质的教育领导者是学习领导理论研究带给我们重要的经验启示。The education scholars in Britain and America have provided leadership for learning theory that takes learning as core goal of schooling since the early 21st century. Now leadership for learning has become a new paradigm to understand educational leadership. The ideas of leadership for learning defines leadership and learning as practical activities and highlights the moral leadership as a basis for the construction of its own value and increases leadership density to carry out the learning for leadership. There are three main models to leadership for learning, including wedding cake model, learning centered leadership framework and synthesized model of leadership for learning. Leadership for learning can expand the research horizon of education leadership theory. The experiences of leadership for learning on the improving learning quality with learners and cultivating high-quality education can offer a reference for the educational leadership in China.

关 键 词：教育领导 学习领导 道德领导 理论模型 学习质量 

分 类 号：G51[文化科学—教育学]