教学领导力:内涵、实践与展望

Instructional Leadership:Connotation,Practice and Prospects

目前在教育实践中对教学领导力的认识还存在理念不清、内涵不明的情况。通过对以美、英为主的国外教学领导力研究文献梳理,从教学领导力内涵建构与演进角度深入认识其内在机理,厘清其将目标从单一的校长个体中解放开来,逐渐关注到不同层级领导者在教学领导力中的聚合作用,强调教学领导力的监督功能和教学领导力中不同因素、人员之间交互作用的聚合价值。基于对教学领导力内涵和概念框架的理解,梳理其对校长发展与教师、学生、课程改革实践建构的价值,提出教学领导力的实施与发展取向,有助于人们全面客观地看待教育的发展和实践方向,助力于中国的教育教学变革。

This research reviewed the overseas literature on instructional leadership mainly in the US and the UK to classify the understanding of the internal mechanism from the perspective of the connotative construction and evolution of instructional leadership,the shift of goals from a single principal to the aggregation of leaders at different levels in instructional leadership,the supervising function of instructional leadership,and the cohesive value of interactions between different factors and personnel in instructional leadership.The profound understanding of the connotation and the conceptual framework of instructional leadership helps sort out the value to the practical construction of principals’development,faculty,students and curriculum reform,and explore the implementation and development orientation of instructional leadership,which will contribute to recognizing the development and practical direction of education comprehensively and objectively,and to innovating China’s education and teaching.