摘  要：随着新课改的深入推进，校长教与学的领导力(简称教学领导力)越来越受重视，更面临着巨大的挑战。然而，审视校长教学领导力的研究和实践，研究界并未对校长教学领导力发展的知识基础问题做出太多的回应。像关于校长教学领导力的提升需要怎样的知识基础?现有的教育领导知识能否满足校长教学领导力发展的需要？应该以怎样的框架整合校长教学领导力发展的知识基础？事实上，这些问题的解决是促进校长专业发展与改进教学质量的焦点问题，更是校长教学领导力领域中尚待解决的问题。

    基于这样的考量，本研究主要探索校长教学领导力需要怎样的知识基础。要回答这个应然的理论问题，需要明确校长教学领导力的分析框架，以及理解校长教学领导力发展的知识基础框架。

    进而，本研究采用思辨和个案剖析的研究方法，充分贯彻冯契先生早在上世纪50年代提出的“化理论为方法”的思想要求，同时也实现“化方法为理论”。紧扣校长教学领导力的两个关键问题：“领导什么”和“怎样领导”的解决，对现有文献进行梳理，以期构建一个理论和实践相融通的校长教学领导力发展的知识基础框架。

    首先，在辨明基本概念的基础上，以校长作为教学领导者的角色定位出发，参照现有校长教学领导模型，分析校长作为教学领导者的工作任务，认为校长教学领导力的逻辑框架分为“领导什么”和“怎么领导”两个方面。其中“领导什么”包括领导课堂有效教学的实现和促进教师专业发展；“怎么领导”包括交易型领导、变革型领导、分布式领导。同时，该框架也是校长教学领导力发展的知识基础的理解框架。

    其次，以“化理论为方法”为指导梳理理论文献，以“化方法为理论”为指导梳理实践探索文献。经文献研究发现校长教学领导力发展的知识基础包括两类：一类是“怎么领导”的知识，包括交易型领导、变革型领导、分布式领导的知识；另一类是“领导什么”的知识，包括有效教学的知识和教师专业发展的知识。具体而言，交易型领导的知识包括权变奖励、积极的例外管理；变革型领导的知识包括树立榜样、鼓舞士气、智力激发、个别关怀；分布式领导的知识包括建立共同愿景、建设合作性团队、赋权给教师、与家长和社区建立联系；有效教学的知识包括教学设计与实施、学生动机的激发和维持、有效的课堂组织与管理、为有需要的学生提供个别化辅导等四个方面的知识；领导教师专业发展的知识包括“教谁”的知识，主要是指懂得学生学习方式和发展特点的知识；“教什么”的知识，主要指懂得课程的知识，具体指课程目标的制定与落实、课程内容的开发与研制、课程（教学）的设计与实施、课程的评价与管理；“怎么教”的知识，主要是指掌握学科教学法的知识。

    然后，考查一个发挥强有力的内生型教学领导力的校长及其领导的学校，通过呈现其高绩效的教学领导力，印证了该校长之所以有如此卓越的表现，是因为他具有丰富的内生型教学领导所需要的知识基础。

    最后，在知识基础的视角下为提升校长教学领导力提出若干建议：一是健全一线校长教学领导知识基础：自主学习与专项培训；二是理论界应为校长生产“够用”、“有用”的教学领导知识；三是突出校长教学领导知识考察，制度化规范校长入职标准；四是加强师范生的教育管理专业训练，为校长岗位储备人才。

关键词：中小学校长；教学领导力；校长教学领导力；知识基础

总  结：

1、校长教学领导力发展的知识基础包括两类：一类是“怎么领导”的知识，另一类是“领导什么”的知识。

2、“怎么领导”的知识包括交易型领导的知识、变革型领导的知识和分布式领导的知识；“领导什么”的知识包括两个方面：一是领导有效教学的知识，二是领导教师专业发展的知识。

3、在知识基础的视角下为提升校长教学领导力提出若干建议：一是健全一线校长教学领导知识基础：自主学习与专项培训；二是理论界应为校长生产“够用”、“有用”的教学领导知识；三是突出校长教学领导知识考察，制度化规范校长入职标准；四是加强师范生的教育管理专业训练，为校长岗位储备人才。

Abstract: With the new curriculum reform deepening, the headmaster taught leadership and learning (referred to as the Instructional Leadership) has been paid more and more attention, more faces enormous challenges. However, research and practice of teaching leadership of the headmaster, to make much of a response knowledge foundation studies on Principals' instructional leadership development did not. Like the principals' instructional leadership ascension requires knowledge of how? The current educational leadership knowledge can meet the principals' instructional leadership development. Should be based on knowledge base development framework for integration of principals' instructional leadership how? In fact, the solution to these problems is the focus problem and improvement of teaching quality to promote the professional development of principals, more is an unsolved problem in the field of Principal Instructional leadership.

Based on such considerations, this study explored the principal instructional leadership requires knowledge about. Theoretical questions to answer this ideal, analysis framework of instructional leadership principals need clear, and understand the teaching leadership development knowledge base framework.

    Furthermore, the present study used a case study of reasoning and research methods, the full implementation of Mr. Feng Qi early 1950s's "theory of method" ideological requirements, but also to achieve "approach to theory."  Principals' instructional leadership is closely linked to two key questions: "What leadership" and "how to lead" solution, to sort out the existing literature in order to build a theory and practice facility principals' instructional leadership development of the knowledge base framework.

    First, identify the basic concepts, based on a principal leadership role as a teaching positioning departure, referring to the existing instructional leadership model to analyze the principal leader as a teaching tasks that principals' instructional leadership logical framework is divided into "leading what "and" how leadership "aspects. The "What leadership" including leading the implementation of effective classroom teaching and the promotion of professional development of teachers; "how leadership" includes transactional leadership, transformational leadership, distributed leadership. Meanwhile, the framework also principals' instructional leadership development framework for the understanding of the knowledge base.

    Secondly, the "theory of method" as the guiding comb theoretical literature in order to "approach to theory" as the guiding comb Practice literature. The literature study found that principals' instructional leadership development knowledge base includes two categories: one category is "how leadership" of knowledge, including transactional leadership, transformational leadership, distributed leadership knowledge; Another is "Leading what" knowledge, including knowledge of effective teaching and teacher professional development knowledge. Specifically, transactional leadership knowledge, including contingent reward, active management by exception; transformational leadership knowledge, including setting an example to boost morale, mental excitation, individual concern; knowledge of distributed leadership, including building shared vision, team building cooperative，empower teachers, parents and the community to establish contact with; effective teaching of knowledge, including the design and implementation of teaching, student motivation to stimulate and maintain effective classroom organization and management, as there is a need to provide individualized tutoring for students in four areas knowledge; leadership knowledge, including professional development of teachers "who teach" knowledge, mainly refers to the way students learn and understand the characteristics of the development of knowledge; "what to teach" knowledge, mainly referring to understand the knowledge of the course, specifically referring to the development of curriculum objectives and implementation, course content development and research, curriculum(teaching) the design and implementation, curriculum evaluation and management; "how to teach" knowledge, mainly refers to acquire subject knowledge of pedagogy.

    Then, examine a play a strong leadership endogenous teaching principals and school leadership, by presenting its high performance teaching leadership, confirms that the principal reason why there is such a remarkable performance, because he has a wealth of endogenous instructional leadership needed knowledge base.

    Finally, in the knowledge-based perspective to enhance principals' instructional leadership made a number of suggestions: First, a sound knowledge base line instructional leadership:  self-learning and special training; Second, the principal theorists should produce "enough", "useful" teaching leadership knowledge; three is instructional leadership knowledge visits, institutionalized norms principal entry criteria; fourth is to strengthen education and management of normal students professional training for principals reserve personnel positions.

Key words: Primary and secondary school principals;

Instructional Leadership; Principals' Instructional Leadership; Knowledge base

（龙勇  江西师范大学硕士研究生学位论文）