摘  要：一场管理向领导的范式转变从二十世纪流淌到了新世纪，也从学科理论层面逐渐渗透到了社会组织的管理领导实践中，但绝大多数组织仍然处在“被管理过度却领导不足”的尴尬境地。我国新课程改革实施十多年间，学校这个教育领域中的微观组织也面临着课程变革与组织领导管埋问题的双重压力。这就势必需要带领学校组织推进课程改革的领导者，也就是呼唤能够帮助学校组织应对变革、走出困境并能持续发展的领导思维和方法。所以本研究关注的焦点即是学校领导怎样通过课程来引领和推动学校组织的发展。

    本研究考虑到校长的配合态度和课程改革的实施现况这两点最主要因素后，选取上海市杨浦区」小学为研究案例对象。采用田野观察日记、深度访谈和文本分析等质的研究方法，从J小学课程中的学校领导实践探索入手，通过思维改变、行动突破和监测调整三个角度，即学校愿景的整合、课程统整的设计与实施、课程评价与反馈这三个实践过程进行了相关的研究和评析。

    在对J小学的调查研究后，本文从战略原点、转型载体、组织保障、主体要求、时代使命、共同体形成六个方面对课程中学校领导进行了理性分析。此外还对容易忽视的三个现象:无法回避的“课程幽灵”、理论指导与现实实践的尴尬、渴求真实有效的反馈声音做了相关论述。最后，针对研究学校领导的初衷和目的——促进学校组织发展，将基于组织领导理论的适应型学校领导、价值观学校领导和魅力型学校领导三种优质学校领导作为对其未来发展的一点探讨与启迪。

关键词：课程；领导；学校领导

Abstract：A paradigm from management to leadership has shifted from twentieth century into the new century, penetrating into the social organization management leadership practice from the theoretical level gradually. However, the vast majority of the organization is still in the “Management is excessive but lack of leadership” embarrassing situation. In the decade of Chinas new curriculum implementation, school, as the microstructure in the field of education, is also facing the dual pressure of Curriculum change and organizational leadership and management issues. It certainly will need a leader who can lead the school into curriculum reform, by the meaning of calling the thinking and methods to help the school dealing with change, walk out of predicament and sustainable development. This also happens to be the focus of this paper, namely, how school leaders lead and promote the development of school with courses.

    This paper considers two main factors: the attitude of principal and the current implementation of the curriculum reformation. Starting from the curriculum in the school leadership practice of J primary school by three aspects: change of thinking, breakthrough of action and adjustment of monitoring, namely the three practice processes: the school vision integration, curriculum design and implementation, curriculum evaluation and feedback, the author selected Shanghai Yangpu District a primary school as the case study object, using qualitative research method such as field observation diary, depth interviews and text analysis to do the related research and analysis.

    After the investigation of this primary school, author has done some rational analyses on the curriculum in school leadership in six aspects: the strategic origin, transformation vector, organizational guarantee, the main requirements, and the mission of the times and the formation of the community. In addition, the author has done some discussions of three phenomena which are easily overlooked: the inevitable “the ghost of curriculum”, the embarrassment of theory guidance and practical reality, and the craving of real and effective feedback sound. At the last part, in response to the original intention and purpose of school leadership which is promoting school organizational development, the author takes three kinds of high quality school leadership based on organizational leadership as a point of discussion and enlightenment in the future development.

Key words：Curriculum; Leadership; School leadership

（马雯婕  上海师范大学硕士研究生学位论文）