摘要
"领悟课程""运作课程""经验课程""师定课程"等概念的提出丰富了课程的意涵,对教师提出了"成为课程创造者"的角色期待,为教师课程领导提供了重要的智识资源。教师的课程领导力是教师个体或群体在课程规划、开发、实施、评价等实践活动中表现出的积极影响力,由课程价值引导力、课程实践示范力和课程文化建设力等要素构成。为教师赋权增能、创建学校的学习共同体文化是培育教师课程领导力的根本途径。
The concepts of perceived curriculum, operational curriculum, experience curriculum, and teacher-defined curriculum, etc. , have enriched the meaning and implications of curriculum and presented expectations for teacher ＂being a creator of curriculum＂. Meanwhile they have provided important intellectual resources for teacher＇ s curriculum leadership. Teacher＇ s curriculum leadership, guided by the value-orientation, practice-modeling, and culture-advancement along with other elements, is the positive influence of teacher, individually or collectively, demonstrated in all kinds of the curriculum practices, including the curriculum planning, development, implementation, and evaluation. The empowerment for teachers and the construction of the community culture in school are basic strategies for improvement of teacher＇ s curriculum leadership.
出处
《当代教师教育》
2017年第1期67-72,共6页
Contemporary Teacher Education
基金
江苏省教育科学"十二五"规划2015年度高教重点自筹项目
2015年度教育部人文社会科学研究规划基金项目(15YJA880093)
关键词
教师课程领导力
师定课程
课程价值引导力
赋权增能
学习共同体文化
teacher＇s curriculum leadership
teacher-defined curriculum
value-oriented leadership of curriculum
empowerment
learning community culture of school
