西方教学领导研究的再度兴盛及逻辑转向被引量：20

The Logic Change in Reigniting the Research on Instructional Leadership in Western Countries

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摘要西方教学领导研究兴起于20世纪80年代初,后因理论研究与领导实践的脱节而一度沉寂。进入21世纪后,受政策驱动、实践需求以及研究突破三个因素合力影响,教学领导研究在西方国家再度兴盛。而教学领导的研究逻辑,也在再兴盛中逐渐转向,即先有真实而清晰的问题,再有问题解决为指向的研究;先有研究者站到实践者的立场、角度,理解对象的任务和情景,尔后才有解决实践问题的研究成果。 During the early 1980＂s, the term ＂instructional leadership＂ became increasingly popular in western countries. Later, this research orientation faded out because of the fragmentation between its research and practice. Yet, the research of instructional leadership was reignited in western countries by the force from the combination of accountability policy, practical demands, and the progress of related research. The research logic, however, has been changing in this recent rise of an increasing focus on the research theme of instructional leadership again. Namely, to identify clear and substantial problems first, then being the research with regard to problem-solving orientation; to understand practitioners＂ task and relevant situation from their positions and perspectives first, then yielding the research outcomes in which the practical problems have been solved.

作者冯大鸣

机构地区华东师范大学基础教育改革与发展研究所华东师范大学教育管理学系

出处《教育研究》 CSSCI 北大核心 2012年第3期135-139,共5页 Educational Research

基金教育部哲学社会科学研究后期资助项目“西方教育管理十年进展研究(2001-2010年)”(项目编号:11JHQ020)的部分成果

关键词西方国家教学领导研究逻辑 western countries, instructional leadership, research logic

分类号 G424 [文化科学—课程与教学论]

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