教师信息化教学领导力:概念、内涵与调查分析

On the Teachers' Informatization Instructional Leadership:Conception,Connotation,Investigation and Analysis

随着近年来分布式领导理论的发展,教学领导力不再特指校长等学校管理者的教学领导力。目前的研究把教学领导力分为宏观、中观和微观三个层次,即各级教育行政部门、校长等学校管理者、一线教师三个层次。而一线教师作为教学的践行者,教师教学领导应该是最直接的教学领导。另一方面,随着教育信息化的推进,教师教学领导力又不可避免地带上信息化的特征,将信息技术深度融合到教学过程中去,促进信息化背景下的教师专业发展,乃至推动学校信息化发展等等。因此,在信息化背景下的教师教学领导力:即教师信息化教学领导力应运而生,而对其进行深入的研究尤为重要。本文在研究教育信息化背景下教师教学领导力发展变化的基础上,首次提出教师信息化教学领导力的概念、基本构成和理论模型,并依据其理论模型进行了教师信息化教学领导力现状的调查,最后提出相应的提升策略,以期抛砖引玉,推动信息化背景下教师教学领导力理论与实践的发展。

With the development of distributed leadership theory in recent years,instructional leadership is no longer specified principal and other school managers. The present study divides instructional leadership into macro,meso and micro three levels,and the three levels are the education administrative departments,the principal and other school managers,first-line teachers. Teachers as the teaching practitioners,teachers＇ instructional leadership should be the most direct instructional leadership. On the other hand,with the advancement of education informatization,teachers＇ instructional leadership inevitably takes the informatization characteristic,deeply integrating information technology into the teaching process,promoting teachers＇ professional development under the informatization background,even promoting the school informationization development and so on. So the teachers ＇ informatization instructional leadership arises at the historic moment,and on the in-depth research is particularly important. On the basis of researching the development and changes of teachers＇ instructional leadership under the background of education informatization,this paper will put forward the concept,basic structure and theory model of the teachers＇ informatization instructional leadership,investigate the present situation of the teachers＇ informatization instructional leadership according to the theory model,and finally put forward the corresponding promotion strategies,with a view to initiate and to promote the development of the informationization background of teachers＇ instructional leadership theory and practice.