發(fā)布時間：2018-04-01 15:21

  本文選題：美國　切入點(diǎn)：中小學(xué)　出處：《四川外國語大學(xué)》2017年碩士論文

【摘要】：“教師領(lǐng)導(dǎo)力”這個概念是在美國20世紀(jì)80年代教育改革中興起的,發(fā)展至今已經(jīng)成為教師專業(yè)發(fā)展的重要組成部分,極大地豐富了教師這個概念的內(nèi)涵和外延,使得教師的角色更加豐富多彩,教師不但是課堂上的教學(xué)者,還是學(xué)校的管理者和教育改革的發(fā)起人。經(jīng)過30多年的發(fā)展,美國的教師領(lǐng)導(dǎo)力培養(yǎng)已經(jīng)較為完善,形成了從聯(lián)邦、州、社會機(jī)構(gòu)和大學(xué)等多層次的教師領(lǐng)導(dǎo)力培養(yǎng)體系,培養(yǎng)了一大批優(yōu)秀的教師領(lǐng)導(dǎo)者,不斷推動美國學(xué)校教育的進(jìn)步。我國中小學(xué)的民主化建設(shè)需要學(xué)校各級員工的共同努力,尤其是教師,教師個人能力的高低和團(tuán)隊(duì)水平的優(yōu)劣影響其速度和質(zhì)量。教師領(lǐng)導(dǎo)力對于教師個體發(fā)展和團(tuán)隊(duì)建設(shè)起著積極地促進(jìn)作用。因此本文以美國中小學(xué)教師領(lǐng)導(dǎo)力培養(yǎng)為研究對象,以期為我國教師領(lǐng)導(dǎo)力培養(yǎng)的發(fā)展提供借鑒意義。本論文通過文獻(xiàn)法和歷史研究法探究美國教師領(lǐng)導(dǎo)力培養(yǎng)的背景、內(nèi)涵和體系,并通過案例研究法有針對性和系統(tǒng)性的闡述美國教師領(lǐng)導(dǎo)力培養(yǎng)中的個案。本文第一章研究美國教師領(lǐng)導(dǎo)力培養(yǎng)的背景,從內(nèi)因和外因兩個角度分析推動其發(fā)展的動力,包括教師的專業(yè)化運(yùn)動和主流意識形態(tài)兩方面;第二章旨在分析美國教師領(lǐng)導(dǎo)力的內(nèi)涵,本文從構(gòu)成標(biāo)準(zhǔn)和構(gòu)成維度兩個角度切入,闡述了權(quán)力性要素和非權(quán)力性要素的重要內(nèi)容,并著重分析了非權(quán)力性要素;第三章從宏觀角度梳理了美國教師領(lǐng)導(dǎo)力培養(yǎng)的體系,美國經(jīng)過多年的發(fā)展和研究,形成了從聯(lián)邦、州政府、社會機(jī)構(gòu)到大學(xué)的橫向和縱向的教師領(lǐng)導(dǎo)力培養(yǎng)體系,其廣泛的影響力對美國教育產(chǎn)生了積極的正面作用;第四章分別從目標(biāo)、實(shí)施和效果三個方面具體分析了教師領(lǐng)導(dǎo)力計(jì)劃(TLI)。細(xì)致的標(biāo)準(zhǔn)和嚴(yán)苛的評價(jià)才會帶來好的效果,才會為教師和學(xué)生的進(jìn)步帶來積極的意義;最后一章通過對我國教師領(lǐng)導(dǎo)力培養(yǎng)的現(xiàn)狀和問題分析,提出美國教師領(lǐng)導(dǎo)力培養(yǎng)對于我國的啟示。結(jié)合我國教師領(lǐng)導(dǎo)力培養(yǎng)中的問題和美國成熟的經(jīng)驗(yàn),本研究認(rèn)為從教師領(lǐng)導(dǎo)力文化氛圍的改善、教師培訓(xùn)項(xiàng)目的優(yōu)化和我國教師領(lǐng)導(dǎo)力培養(yǎng)體系的建立三個方面推動我國教師領(lǐng)導(dǎo)力的培養(yǎng)。
[Abstract]:The concept of "Teacher Leadership" is the rise in the United States in 1980s in the education reform and development has become an important part of teachers' professional development, has greatly enriched the connotation and extension of the concept of teacher, the teacher's role is more rich and colorful, but the teachers are not teaching, or school management and education the reform of the sponsor. After 30 years of development, the teacher leadership training has been improved, formed from federal, state, social institutions and universities and other multi-level teacher leadership training system, training a large number of outstanding teachers leader, continue to promote the progress of education in American schools. The Democratic construction of primary and secondary schools China needs the joint efforts of school staff at all levels, especially teachers, affect the speed and quality of teachers' personal ability and team level of teachers quality. Leadership plays a positive role in promoting the development of individual teachers and team building. Therefore, the U.S. teacher leadership training as the research object, in order to provide reference for the development of Chinese teachers' leadership training. This thesis through literature method and historical research method to explore the American teacher leadership training background, connotation and system. And through the case study method is a systematic elaboration of American teacher leadership training in the case. In the first chapter, the research background of American teachers' leadership training, from two aspects of internal and external driving force, including two professional sports and the mainstream ideology of the teachers; the second chapter aims to analyze the connotation of the United States the teacher leadership, from the standard and constitute the two dimension starting, this paper expounds the important elements in power and non power elements Volume, and emphatically analyzes the non power elements; the third chapter analyzes the American teacher leadership training system from a macro perspective, the United States after years of research and development, formed from the federal and state governments, social organizations to the University of the transverse and longitudinal teacher leadership training system, its extensive influence has positive effect positive for American education; the fourth chapter respectively from the three aspects of goal, implementation and effect analysis of Teacher Leadership Program (TLI). Detailed standards and strict evaluation will bring good effect, will have a positive significance for teachers and students' progress; the last chapter through the analysis of the current situation and problems of our country teacher leadership training, leadership training for teachers in the United States put forward the Enlightenment of our country. With the mature experience of our teachers' leadership training in the United States and, in this study that from the teacher leadership The improvement of the cultural atmosphere, the optimization of teachers' training projects and the establishment of the training system for teachers' leadership in China are the three ways to promote the training of teachers' leadership in China.

【學(xué)位授予單位】：四川外國語大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G635.1

【參考文獻(xiàn)】

相關(guān)期刊論文 前7條

1 陳斌;;讓每個學(xué)生都成功——ESSA與奧巴馬政府的教育政策傾向[J];教育研究;2016年07期

2 劉月蘭;劉雅;;對中小學(xué)管理行政化問題的反思[J];教學(xué)與管理;2016年09期

3 周家銘;;美國教師職業(yè)領(lǐng)導(dǎo)能力早期培養(yǎng)模式探析[J];教育理論與實(shí)踐;2013年33期

4 陳純槿;王紅;;英國學(xué)校改進(jìn)中的教師領(lǐng)導(dǎo)研究述評[J];外國中小學(xué)教育;2010年09期

5 李款;;教師領(lǐng)導(dǎo)力內(nèi)涵研究[J];現(xiàn)代教育論叢;2009年07期

6 曾文婕;黃甫全;;美國教師“賦權(quán)增能”的動因、涵義、策略及啟示[J];課程.教材.教法;2006年12期

7 盧乃桂;陳崢;;作為教師領(lǐng)導(dǎo)的教改策略——從組織層面探討歐美的做法與啟示[J];教育發(fā)展研究;2006年17期

，

本文編號：1696105