摘要
情境性是校长课程领导不可忽视的关键点。国家课程与课程实践的二元特征、校长课程领导实践的有效性要求校长课程领导具备情境性。基于权变理论的框架,校长课程领导包括任务型、互动型、关系型、理想型四种类型。教师课程素养、学校课程发展水平、学生课程适应程度是影响校长课程领导的主要课程情境变量,分成高、低两个等级,产生八种课程领导情境,匹配课程领导情境与课程领导类型,形成校长课程领导的权变机制。重"树"校长课程领导价值观,重"塑"校长课程领导行为,重"识"校长课程领导能力,是重构校长课程领导方式的价值。
Situationality is a key point that cannot be ignored in the principal curriculum leadership. The binary feature of national curriculum and curriculum practice,and the effectiveness of principal curriculum leadership practice both require situationality in the principal curriculum leadership. Principal curriculum leadership based on the Contingency Theory includes four types: task-based type,interactive type,relational type and ideal type. Teachers’ curriculum competencies,curriculum development level of school and degree to which students adapt to curriculum are the three main situational variables that influence the principal curriculum leadership. These situational variables can be classified into two grades which generate eight curriculum leadership situations. Matching of these curriculum leadership situations with the curriculum leadership types forms the contingency mechanism of principal curriculum leadership.Through the rebuilding of principal curriculum leadership values,the reshaping of principal curriculum leadership behavior and the recognition of principal curriculum leadership ability,the reconstruction of principal curriculum leadership mode will be achieved.
作者
颜晓程
吕立杰
YAN Xiao-cheng;LV Li-jie(Faculty of Education,Northeast Normal University)
出处
《教育理论与实践》
北大核心
2019年第4期31-35,共5页
Theory and Practice of Education
基金
全国教育科学"十三五"规划2017年度国家一般课题"核心素养的学校课程转化模式研究"(课题编号:BHA170148)的研究成果
关键词
情境性
情境匹配
校长课程领导
权变理论
课程领导方式
situationality
situational matching
principal curriculum leadership
contingency theory
curriculum leadership mode
