中小学校长课程领导:文化与实现机制  

Principals' Curriculum Leadership in Chinese Primary and Secondary Schools:Culture and Realization Mechanism

作　　者：鲍东明[1] Bao Dongming

机构地区：[1]北京师范大学国际与比较教育研究院

出　　处：《教育研究》2017年第10期46-51,共6页Educational Research

基　　金：国家社会科学基金"十二五"规划2011年度教育学一般课题"校长课程领导的策略研究"(课题批准号:BFA110054)的研究成果

摘　　要：校长课程领导受到学校内外因素的影响和制约。课程是育人的载体。要确定"育人为本"主导文化,从而激发学校课程开发的创新动力。深化考试招生制度改革,营造良好的教育文化生态环境,有利于释放校长课程领导的创造力,建构学校特色课程体系。校长作为学校的课程领导者,兼具行政权与专业权,二者缺一不可。校长要成功实施课程领导,做有"权"的"内行"领导是一个必要条件,并使课程领导从"行政指令"向"课程协商"过渡。The principals＇ curriculum leadership is influenced and constrained by the internal and external factors of the education system. Curriculum is the carrier of cultivating students. We need to ensure that cuhivation-orientation dominates culture, which can create a competitive environment for school curriculum development to some extent and thereby stimulate innovative power to develop curriculum. It is necessary to deepen the reform of examination and admission system and create a good educational cultural ecology, which will release the creativity of principals to lead curriculum and construct curriculum system with school characteristics. As a leader of school curriculum, the principal has both administrative and professional rights, neither of which is indispensable. To carry out the curriculum leadership successfully, it is necessary for the principal to be an ＂expert＂ leader with ＂power＂ and make the transition of curriculum leadership from the administrative instruction to the curriculum consultation.

关 键 词：校长课程领导 教育文化生态 专业权 行政权 

分 类 号：G637.1[文化科学—教育学]