【摘要】：隨著社會的不斷變革,目前教育領(lǐng)域競爭的日趨激烈,建設(shè)優(yōu)質(zhì)教育資源的愿望也越來越強(qiáng)烈,而教育領(lǐng)導(dǎo)理論的研究也逐漸開始呈現(xiàn)百花齊放的趨勢,各種不同的教育領(lǐng)導(dǎo)理論不斷涌現(xiàn)。學(xué)習(xí)型領(lǐng)導(dǎo)理論是二十一世紀(jì)以來在西方社會迅速興起的教育領(lǐng)導(dǎo)理論之一。本研究從文獻(xiàn)資料研究入手,旨在通過對學(xué)習(xí)型領(lǐng)導(dǎo)理論思想的系統(tǒng)梳理,為我國的教育管理理論和實(shí)踐提供參照。 本研究主要分為四個(gè)部分。第一部分是導(dǎo)論,介紹了本研究的背景及國內(nèi)外有關(guān)該研究的現(xiàn)狀。從文獻(xiàn)綜述中可以看出,目前我國針對學(xué)習(xí)型領(lǐng)導(dǎo)理論的研究尚處于起步階段。第二部分則是學(xué)習(xí)型領(lǐng)導(dǎo)理論誕生的社會基礎(chǔ)和理論基礎(chǔ)。學(xué)習(xí)型領(lǐng)導(dǎo)理論在美國誕生的社會背景主要是由于美國對現(xiàn)代知識型人才的培養(yǎng)需求與日俱增,而美國公立學(xué)校教育質(zhì)量的下降,無法滿足這一需求,因而迫切需要學(xué)校領(lǐng)導(dǎo)者關(guān)注學(xué)生的學(xué)業(yè)成就,提高學(xué)校辦學(xué)水平。其理論基礎(chǔ)則主要來源于權(quán)變理論、變革型領(lǐng)導(dǎo)理論和學(xué)習(xí)型組織理論。第三部分則是剖析學(xué)習(xí)型領(lǐng)導(dǎo)理論的主要內(nèi)容。學(xué)習(xí)型領(lǐng)導(dǎo)理論的核心在于一切工作圍繞提升學(xué)校及社區(qū)學(xué)生的學(xué)習(xí)水平和能力而開展。學(xué)習(xí)型領(lǐng)導(dǎo)的領(lǐng)導(dǎo)內(nèi)容主要包含八個(gè)方面,分別是學(xué)習(xí)的愿景、教學(xué)計(jì)劃、課程計(jì)劃、學(xué)習(xí)型社區(qū)的建設(shè)、資源的獲取與使用、組織文化的建設(shè)和社會效應(yīng)的維護(hù)。學(xué)習(xí)型領(lǐng)導(dǎo)的評價(jià)體系則主要通過領(lǐng)導(dǎo)的核心內(nèi)容和關(guān)鍵過程這兩個(gè)維度來進(jìn)行描述,核心內(nèi)容與領(lǐng)導(dǎo)行為密切相關(guān),也就是“做什么”；關(guān)鍵環(huán)節(jié)則關(guān)系到領(lǐng)導(dǎo)如何去完成每一項(xiàng)工作,即“怎么做”。這兩個(gè)維度中又各包含有六個(gè)要素。領(lǐng)導(dǎo)的核心內(nèi)容包括確保學(xué)生學(xué)習(xí)的高標(biāo)準(zhǔn),設(shè)置嚴(yán)格的課程體系,開展優(yōu)質(zhì)的課堂教學(xué),注重學(xué)習(xí)型和促進(jìn)專業(yè)發(fā)展的學(xué)校文化建設(shè),與外部社區(qū)保持緊密聯(lián)系以及注重責(zé)任制度的建設(shè)。關(guān)鍵過程則包括了規(guī)劃、實(shí)施、支持、宣傳、溝通和監(jiān)督六個(gè)環(huán)節(jié)。第四部分論述了對學(xué)習(xí)型領(lǐng)導(dǎo)的評價(jià)以及該理論對我國教育管理實(shí)踐的啟示。學(xué)習(xí)型領(lǐng)導(dǎo)理論對于提高學(xué)生的學(xué)業(yè)成就,促進(jìn)學(xué)校的辦學(xué)水平有著很大幫助,然而,在西方能夠得以立足的教育領(lǐng)導(dǎo)理論,未必能夠生搬硬套到我國的教育領(lǐng)導(dǎo)實(shí)踐中來。在我國的國情和環(huán)境下,這些理論應(yīng)當(dāng)如何理解,與其相對應(yīng)的評測手段和工具應(yīng)如何進(jìn)行操作,在這樣一種跨國界、跨文化的轉(zhuǎn)換當(dāng)中,是一個(gè)非常復(fù)雜的過程,還有大量的問題亟待解決。
[Abstract]:With the continuous changes of the society, the competition in the field of education is becoming more and more fierce, and the desire to build high-quality educational resources is becoming more and more intense, and the research on the theory of educational leadership has gradually begun to show the trend of blooming in a hundred flowers. Various educational leadership theories are emerging. The theory of learning leadership is one of the theories of educational leadership which has risen rapidly in western society since 21 century. The purpose of this study is to provide a reference for the educational management theory and practice of our country through the systematic combing of the learning leadership theory. This research is divided into four parts. The first part is an introduction, which introduces the background of this study and the current situation of the research at home and abroad. It can be seen from the literature review that the study of learning leadership theory in China is still in its infancy. The second part is the social and theoretical basis of the birth of learning leadership theory. The social background of the birth of the learning leadership theory in the United States is mainly due to the growing demand for modern knowledge-based talents in the United States, but the decline in the quality of American public schools cannot meet this demand. Therefore, it is urgent for school leaders to pay attention to the students' academic achievement and improve the school running level. Its theoretical basis mainly comes from contingency theory, transformational leadership theory and learning organization theory. The third part is to analyze the main content of learning leadership theory. The core of learning leadership theory is to improve the learning level and ability of students in schools and communities. The leadership content of learning-oriented leadership includes eight aspects: vision of learning, teaching plan, curriculum planning, construction of learning community, acquisition and use of resources, construction of organizational culture and maintenance of social effect. The evaluation system of learning leadership is mainly described through the two dimensions of leadership core content and key process. The core content is closely related to leadership behavior, that is, "what to do"; The key link is how the leader completes every task, that is, how to do it. There are six elements in each of these two dimensions. The core contents of leadership include ensuring the high standard of students' study, setting up strict curriculum system, carrying out high-quality classroom teaching, paying attention to the school culture construction of learning type and promoting professional development, Maintain close contact with external communities and focus on responsibility system building. The key processes include planning, implementation, support, advocacy, communication and supervision. The fourth part discusses the evaluation of learning leadership and the enlightenment of this theory to China's educational management practice. The theory of learning-oriented leadership is of great help to improve students' academic achievement and promote the level of running schools. However, the theory of educational leadership, which can be established in the west, may not be applied to the practice of educational leadership in our country. In our country's national conditions and environment, how these theories should be understood, and how the corresponding evaluation means and tools should be operated, is a very complicated process in such a cross-border, cross-cultural transition. There are still a lot of problems to be solved.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G40-058

【參考文獻(xiàn)】

相關(guān)期刊論文 前2條

1 張曉峰;;教學(xué)領(lǐng)導(dǎo)的研究進(jìn)展與實(shí)施策略[J];教師教育研究;2012年01期

2 陳粵秀;陳志利;;范德堡校長領(lǐng)導(dǎo)行為評價(jià)體系在中國的適用性研究[J];南京師大學(xué)報(bào)(社會科學(xué)版);2012年03期

，

本文編號：2203723