【摘要】：教師課程領(lǐng)導(dǎo)的實踐向度具體表現(xiàn)為以教學(xué)實踐為導(dǎo)向、以學(xué)科領(lǐng)導(dǎo)為基本單位、以深度組織學(xué)習(xí)為基本領(lǐng)導(dǎo)途徑和以每位教師的發(fā)展為本體性目標。它本身具有豐富的文化意蘊,它代表學(xué)科為本的研究型文化、民主和合作的共享型文化、動態(tài)和活性的革新型文化的產(chǎn)生。教師課程領(lǐng)導(dǎo)者應(yīng)該是情感成熟、有領(lǐng)導(dǎo)動機和教學(xué)技能的教師。
[Abstract]:The practical orientation of the teachers' curriculum leadership is based on teaching practice, subject leadership as the basic unit, deep organizational learning as the basic leadership approach, and the development of each teacher as the primary goal. It itself has rich cultural implications, which represents the emergence of discipline-based research culture, democratic and cooperative shared culture, and dynamic and active revolutionary culture. The teacher curriculum leader should be a teacher with emotional maturity, leadership motivation and teaching skills.
【作者單位】： 江南大學(xué)田家炳教育學(xué)院;吉林大學(xué)高等教育研究所;
【基金】：中央高�；究蒲袠I(yè)務(wù)費專項資金資助項目(JUSRP111A57) 教育部人文社會科學(xué)研究青年基金項目(10YJC880065)
【分類號】：G451.1

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