近二十年西方课程领导理论的进展与根本转向

刘永福  李保强

摘要：历经半个多世纪的研究积淀，西方课程领导理论于近20年间日趋成熟， 涌现了创造性课程领导、革新型课程领导、分享式课程领导和批判型课程领导四大代表性理论体系。与1990 年之前的研究相比较，西方课程领导研究的逻辑基础与研究范式发生了根本转向：哲学基础由“现代”向“后现代”转换，课程基础由“开发范式”向“理解范式”递嬗，领导学基础从“古典理论”向“现代理论”延展，呈现出一个带有明显时代特征的变化轨迹。

关键词：课程领导；理论进展；根本转向；西方

总结：第一部分介绍了西方课程领导理论的研究进展，主要有创造性课程领导理论，革新型课程领导理论，分享式课程领导理论和批判型课程领导理论。

第二部分论述了西方课程领导理论的根本转向。包括哲学基础：由“现代”到“后现代”的转换；课程论基础：由“开发范式”到“理解范式”的递嬗；领导学基础：从“古典理论”到“现代理论”的延展。

Theoretical Progress and Basic Diversion of Western Curriculum Leadership in the Recent Two Decades

Liu Yongfu   Li Baoqiang

Abstract: After the study of half a century, the western curriculum leadership theory become ripe intensively in the recent two decades, and sprung up four representative theoretical systems: the Creative Curriculum Leadership, the Transformative Curriculum Leadership, the Shared Curriculum Leadership and the Critical Curriculum Leadership. Compared to the previous studies before 1990, the logical foundation and research paradigm of western curriculum leadership have shifted in three aspects as follows: the philosophical basis changing form modernism to postmodernism, the curriculum basis changing from the paradigm of development to understanding, and the leadership basis changing from classical theory to modern approach, which present the trajectory with a significant characteristic of the times.

Key words : curriculum leadership; theoretical progress; basic diversion

出处：《比较教育研究》2013年第8期