作　　者： ;

机构地区： 深圳大学

出　　处： 《课程．教材．教法》 2014年第8期79-85,共7页

摘　　要： 教师课程领导力是决定学校教育质量提升的关键。不同学校存在不同的现实性，国家课程和地方课程，最终只有通过教师的校本转化，成为促进学生学习的适性化课程。在课程校本转化过程中，如果不同课程开发主体之间的沟通、解释、协商不够充分，各层次课程之间的落差必然加剧。教师可以缩小本校课程实施过程中课程转化造成的落差，具体而生动地领导着课程，直接决定着课程对学生的适合度。班本课程创生和社团活动课程开发是教师课程领导的基本取径，教师领导着“教谁向何处去”“教学什么”“如何教学”和“教学怎样”，并通过协商、引领和支持，发挥课程人际领导力，促进社团学习共同体建设。 Teacher curriculum leadership is the key to improving the quality of school education. Only through school-based curriculum transformation of teachers, the national curriculum or local curriculum can become adapted courses which promote students＇ learning according to different realities in different schools. The gap is bound to exacerbate among the different curriculum levels during the process of curriculum transformation, if there is not enough communication, interpretation and negotiation among different subjects of curriculum development. Teachers can narrow the gap in school curriculum implementation caused by curriculum transformation, lead the curriculum specifically and vividly and directly determine whether the course is proper for students. The two basic approaches for teacher curriculum leadership are the class-based curriculum and community activities curriculum development. Teachers decide ＂who is to be taught and where to go＂, ＂what to be taught＂, ＂how to teach＂ and ＂what the results for teaching＂ and play the role of interpersonal leadership to promote learning community construction through consultation, guidance and support.

关 键 词： 校本转化 教师课程领导 课程适合度 班本课程 课程人际领导

分 类 号： [G423.07]

领　　域： []