学习领导力:区域层面学校改进的新视角  

Learning Leadership: A New Perspective for School Improvement at Regional Level

作　　者：王美 Wang Mei(School of Open Learning and Education,Faculty of Education,East China Normal University,Shanghai 20006)

机构地区：[1]华东师范大学教育学部开放教育学院,助理研究员上海200062

出　　处：《教育发展研究》2018年第18期53-59,共7页Research in Educational Development

基　　金：全国教育科学"十二五"规划2014年度教育部重点课题"区域层面学校质量改进的中美比较研究"(DDA140204)的阶段性成果

摘　　要：学校改进是教育实践与研究的一个热点,但是目前关于区域层面的学校改进的研究比较少。学习领导力作为推动学习创新和教育变革的重要保障,为区域层面的学校改进引入了新的视角。本文分析了当前区域层面学校改进面临的问题与挑战,介绍了学习领导力这一新视角并分析了它对区域层面学校改进的意义,进而从"目标-方向"、"理念-语言"、"常规-基础"、"策略-工具"、"监测—评估"五个维度构建了区域层面学习领导力实施的理论模型。最后,以美国一个区域教学改进项目MIST为例,从五个维度具体阐释了MIST项目中的学习领导力。School improvement has been a focus in the area of educational practice and research, however there is few researches on school improvement at regional level. Learning leadership is essential to learning innovation and educational change, which provides a new perspective for school improvement at regional level. This paper analyzes current problems and challenges in front of school improvement at regional level, illustrates the concept of learning leadership and its implications for school improvement at regional level, and proposes a conceptual model for implementing learning leadership at regional level. The model includes five dimensions which are goal-direction, idea-language, routine-foundation, strategy-tool, and supervision-evaluation. Finally, Middle School Mathematics and the Institutional Setting of Teaching （MIST）, a project for school improvement at regional level in the U.S., has been taken as a case to illustrate the implementation of learning leadership in terms of the above-mentioned five dimensions within the conceptual model.

关 键 词：学习领导力 学校改进 区域层面 学习科学 

分 类 号：G47[文化科学—教育学]