谢莉莉

中文摘要：

毋庸置疑，高中教育是国民教育体系中非常重要的一面，它为大学、社会、国家输送或培养了大批储备人才和潜在人才，是推动社会发展的一股强力的内在转轴，从这个角度讲，高中教育的成败决定着整个国民教育的命运。在中国政治经济文明高速发展的今天，中国的高中教育体制已暴露出越来越多的弊端，并逐渐受到社会各界的关注，引发了民众对高中教育体制改革的广泛讨论。而课堂教育在我国的高中教育中所占的比重非常大，搞好高中课堂教育是高中教育体制改革的关键所在。自新课程实施以来，无论是教师的教学方式还是学生的学习方式都发生了可喜的变化，改变了过去那种比较沉闷、压抑的课堂气氛，教师和学生都得到了自由和解放。然而，在具体的实践过程中也暴露出种种问题。课堂教学管理历来是教师最棘手的问题，也是最耗时间和精力的工作。如何有效地组织和管理课堂成为许多教师面临的严峻挑战。

教师教学领导能力是指教师在一定的群体活动中，通过自身的专业权力以及自身所拥有的非权力性要素（如教师本身的知识、能力、情感等）相互作用，形成的对“被领导者”（课堂教学中的受众：学生）的一种综合影响力。新的教育改革背景下“教师成为领导者”命题的提出符合教学活动与教师角色特征。教学活动是一项领导活动，教师是教学活动中的领导者。教学领导力具有不同的主体与层次,教师教学领导力的开发需要教师不断进行自我修炼、研究熟悉自己的学生、构建领追型师生关系、构建共同的学习愿景、科学有效地施展教学。

本研究采用文献分析法、问卷调查法、访谈法等形式，选取部分高中师生为研究对象，发放学生问卷 3000 份，教师问卷 300 份，访谈教师 25 人。对有效问卷和访谈记录进行整理和分析后，发现在教学实践中，有些教师的课堂管理观念不能反映新课程标准的要求，把课堂管理与课堂纪律管理混为一谈，缺乏师生交际与互动，压抑了学生学习的积极性。对于“教师教学领导能力”的概念还不清晰，有相当一部分老师不知道何谓“教师教学领导能力”。因此必须引入课堂教学领导能力观念，进一步改革课堂教学管理，唤醒学生的学习兴趣，使人人参与，人人学有所得，从而实现和谐发展。本论文力图将“教师教学领导能力”理念引入到高中日常课堂教学管理中来，探讨“教师教学领导能力”的基本理念和特征以及与课堂教学管理相结合的基本要求，探究在高中课堂管理中发挥“教师教学领导能力”的策略。在借鉴国内外已有研究成果的基础上，分析传统课堂管理问题的成因及传统的解决模式。 

关键词: 教师教学领导能力 课堂教学管理 影响力策略

（作 者：谢莉莉  指导教师：陈羿君 苏州大学硕士学位论文）

Analysis of High School Teachers’ Instructional

Leadership

Abstract

High school education is without doubt a very important aspect in the national education system and it promotes the development of our society by providing a large number of reserve talents and potential talents for the university, society and nation. In this sense, high school education decides the fate of the whole national education. With the rapid development of Chinese economic and political civilization, Chinese high school education has exposed more and more drawbacks and attracted the attention of the social from all walks of life，thus triggering widespread discussion on high school education reform. However, classroom education accounts for a large proportion of high school education, so improving classroom education in senior high school is a key point in high school education system reform. Since the new curriculum implementation, the teachers teaching methods and the students learning methods have undergone great changes, and the dull, depressed atmosphere has changed greatly in the classroom, both teachers and students getting freedom and liberation. However, in reality all sorts of problems appeared. Teaching management has always been a most intractable problem for our teachers, which is the most time consuming and energy work. How to effectively organize and manage the classroom become an austere challenge for many teachers.

Teachers teaching leadership refers to an ability in which teachers have an influence on students through their own professional power and non-power elements of their own(such as teacher’s own knowledge, ability, emotion and so on). In the new education reform background, the proposition of ‘teachers become the leader’ is consistent with teaching activities and the role of teacher. Teaching activity is a kind of leadership and teachers are the leaders in this activity. Instructional leadership has different subjects and levels; the development of teachers’ teaching leadership requires teachers’ constantlypractice, studying their students, construction of teacher-student relationship, building a commonly vision of learning and scientific and effective use of teaching.

This research adopts the method of literature analysis, questionnaire survey method, interview method etc; the study and investigation object are some of the senior high school teachers and students from Kunshan. There are 3000 student questionnaires, 300 teacher questionnaires and 25 times of teachers interview. After the analysis of these effective questionnaires and interview records, we found that in the teaching practice, some teachers’ classroom management concepts can not reflect the new curriculum standards, confusing the classroom management and discipline management of classroom, lacking teacher-student communication and interaction, suppressing the enthusiasm of students. Since quite a few teachers don’t know what teachers instructional leadership is, it is necessary to introduce the concept of classroom teaching leadership, further reform the management of classroom teaching, arouse students’ interest in learning so that the harmonious development can be realized.

This thesis tries to introduce the concept of ‘teachers instructional leadership’ into daily management of classroom teaching in high school, discussing the basic concept of‘teachers instructional leadership and the basic requirement of its combination with classroom teaching so that we can know some strategies to develop teachers instructional leadership in high school classroom management. On the basis of domestic and foreign research results. This thesis are trying to analyze the cause of the traditional classroom management problems and solve the traditional mode

Key Words: Teachers Instructional Leadership ；Classroom Teaching Management；Influence Strategies

Written by: Xie Lili

Supervised by: Chen I-Jun