近二十年西方课程领导理论的进展与根本转向

Theoretical Progress and Basic Diversion of Western Curriculum Leadership in the Recent Two Decades

历经半个多世纪的研究积淀,西方课程领导理论于近20年间日趋成熟,涌现了创造性课程领导、革新型课程领导、分享式课程领导和批判型课程领导四大代表性理论体系。与1990年之前的研究相比较,西方课程领导研究的逻辑基础与研究范式发生了根本转向:哲学基础由"现代"向"后现代"转换,课程基础由"开发范式"向"理解范式"递嬗,领导学基础从"古典理论"向"现代理论"延展,呈现出一个带有明显时代特征的变化轨迹。

After the study of half a century, the western curriculum leadership theory become ripe intensively in the recent two decades, and sprung up four representative theoretical systems ： the Creative Curriculum Leader- ship, the Transformative Curriculum Leadership, the Shared Curriculum Leadership and the Critical Curriculum Ladership. Compared to the previous studies before 1990, the logical foundation and research paradigm of west- em curriculum leadership have shifted in three aspects as follows：the philosophical basis changing form mod- ernism to postmodemism, the curriculum basis changing fi＇om the paradigm of development to understanding, and the leadership basis changing from classical theory to modem approach, which present the trajectory with a signif- icant characteristic of the times.