校本课程开发背景下教师参与课程领导研究
摘要：本论文主要讨论的是校本课程开发背景下，教师参与课程领导的内涵，教师参与课程领导应具备的条件及其参与策略。教师参与课程领导是在校长的支持与鼓励下，积极发挥自己课程领域的专业优势，提高学校的课程质量，促进学校教师群体的发展，以达到促进学生发展的目的。本研究主要采取文献研究与案例研究相结合的方法。
第一章是绪论。主要讨论了本论文的研究背景、研究意义及研究方法。文章指出，在当前教师赋权的背景下，教师利用课程知识，发挥专业优势的引领作用有了现实可能性。然而，目前有关教师参与课程领的研究还远远不够。因而，本研究的意义在于试图唤醒教育者们对教师的关注，把教师视为课程专业人员、课程领导者之一。第二章是相关文献综述。首先对国内外有关课程领导的文献进行了整理分析。从课程领导的主体观解释了课程领导的内涵，在此基础上对教师参与课程领导的涵义做了简要分析。其次，从学校、学科、教师三个维度对教师参与课程领导的作用和角色进行了文献整理。最后，梳理了校本课程开发与课程领导有关的文献，并进行了总结。第三章是研究的理论基础，介绍了两种理论基础:变革型领导理论和分布式领导理论。对两种理论的基本内容、代表人物及其观点进行了简单阐述。第四章是论文的主体部分。在对镇江市J小学的个案分析的基础上，提出了教师参与课程领导所应具备的三个条件:教师的心理认同;行政管理制度保障和教师自身具备的课程能力。同时指出教师参与课程领导的五种策略，分别是:情境分析，全面评估学校的课程资源状况;共建愿景，构建校本课程开发的总体目标;决策领导，勾勒校本课程开发的规划蓝图;榜样示范，带头实施校本课程开发的方案;自我反思，引领校本课程开发的课程评价。
关键词:校本课程开发教师参与课程领导
总结：第一章是绪论。主要讨论了本论文的研究背景、研究意义及研究方法。文章指出，在当前教师赋权的背景下，教师利用课程知识，发挥专业优势的引领作用有了现实可能性。然而，目前有关教师参与课程领的研究还远远不够。因而，本研究的意义在于试图唤醒教育者们对教师的关注，把教师视为课程专业人员、课程领导者之一。
第二章是相关文献综述。首先对国内外有关课程领导的文献进行了整理分析。从课程领导的主体观解释了课程领导的内涵，在此基础上对教师参与课程领导的涵义做了简要分析。其次，从学校、学科、教师三个维度对教师参与课程领导的作用和角色进行了文献整理。最后，梳理了校本课程开发与课程领导有关的文献，并进行了总结。
第三章是研究的理论基础，介绍了两种理论基础:变革型领导理论和分布式领导理论。对两种理论的基本内容、代表人物及其观点进行了简单阐述。
第四章是论文的主体部分。在对镇江市J小学的个案分析的基础上，提出了教师参与课程领导所应具备的三个条件:教师的心理认同;行政管理制度保障和教师自身具备的课程能力。同时指出教师参与课程领导的五种策略，分别是:情境分析，全面评估学校的课程资源状况;共建愿景，构建校本课程开发的总体目标;决策领导，勾勒校本课程开发的规划蓝图;榜样示范，带头实施校本课程开发的方案;自我反思，引领校本课程开发的课程评价。
Abstract: This paper mainly discussed the meaning, conditions and strategies of the participation of teachers in curriculum leadership on the background of the school-based curriculum development. Teachers participation in curriculum leadership is based on the support and encouragement of the principal. Teachers make full use of their advantages their curriculum field, improve the quality of their curriculum, and promote the development of themselves in order to promote the development of the students. The study adopts the method of the combination literature research and case study.
The first chapter is an introduction. It introduces the research background, the research significance and the research methods of this paper. Recently, teachers are endowed with more rights to make a good use of their knowledge about the curriculum so that they can play a leading role of their professional advantage. However, the truth is that at present the study on the participation of teachers in curriculum leadership is far from enough. The purpose of this study is to arouse the educators’ attention that they should take teachers as professionals and one of the leaders on curriculum.
The second chapter is about literature review. Firstly, it arranges and analyzes the documents-both domestic and abroad-on curriculum leadership. It discloses the essence of curriculum leadership on its subjective view, and briefly analyzes the meaning of teachers’ participation in curriculum leadership. Secondly, this paper arranges the literature about the function and roles of teachers in teachers’ participation in curriculum leadership from three-dimensional perspective of school, subject and teacher. Finally, the paper rearranges summarizes the material on school-based curriculum development and curriculum leadership.
The third chapter is about the two theories used in this paper: the theory of transformational leadership and the theory of distributed leadership. This chapter gives a brief description of the contents, representatives and their viewpoints of the two theories.
The forth chapter is the main body of the paper. Three conditions needed in the teachers’ participation of curriculum leadership are proposed on the basis of the case analysis of J junior middles school in Zhenjiang. The three conditions are teachers’ psychology identity, administrative management system guarantee and teachers’ ability on curriculum. Meanwhile, five strategies are mentioned on the participation of teachers in curriculum leadership: scenario analysis---the evaluation of the curriculum resources of schools; co-construction prospect---the construction of the general goals of school-based curriculum development; decision-making leadership---the outline of the blueprint of school-based curriculum development; model demonstration---taking the lead in implementing the schemes of school-based curriculum development; self-reflection---guiding the curriculum evaluation of school-based curriculum development.
Key words: School-Based Curriculum Development; teacher; participation; curriculum leadership
（姬兴龙 上海师范大学课程与教学论专业硕士学位论文）