中小学教研组长领导力现状分析—以柳州市S中学为例

摘要：如今，随着国家基础教育改革的不断深入，由课程改革催生的校本教研活动也在如火如荼的开展着，学校在这一过程中面临着重要的变革与转型，作为学校教学研究组织的教研组，其功能和地位也有了重大的改变。随着教研组地位的不断提升，教研组长作为这一基层组织的学科带头人，其角色也从单纯的管理统筹型，拓展到引领研究型。对教研组长领导力进行研究将引导大家重审教研组长的职能，关注教研组长的作用和职业发展空间，为教研组长自身的专业发展及职能的发挥提供条件，以保障学科教学质量的提高。

本文运用案例研究方法，对中小学教研组长领导力进行研究。研究主要按照

以下两条路线展开:一是选择一所个案学校，对语文、数学和英语三个学科的教

研组长进行深度访谈，了解教研组长对领导力的认识以及他们对这份工作的真实

情感；二是通过参与一位教研组长组织的教研活动，观察教研组长领导力的实然。

本研究在三位教研组长访谈与观察的基础上，初步总结出中小学教研组长领导力

的内涵:人格感召力、专业引领力、团队建设力、管理执行力。

然而，笔者通过访谈发现教研组长领导力的发挥面临着以下几个方面的挑

战:一是教研组长自身能力的不足导致团队的科研开发有待提升；二是相关部门

对教研组长这一角色不够重视，缺乏对教研组长进行有针对性的培训；三是由于

教研组长身兼数职，工作任务量大，在教研组工作上往往心有余而力不足，投入

时间不多；四是教研组相关制度不够完善，无法为教研组长工作的有效开展提供

良好的外部条件。

为了提升与改善中小学教研组长的领导力，笔者提出了自己的一些建议:第一，教研组长需进行正确的角色认知，转变观念，加强自身修养；第二，开展有针对性的教研组长培训活动，从培训内容、形式、方法上进行转变；第三，建立教研组长激励机制，提高教研组长工作积极性；第四，完善教研组长引领运行的机制，为教研组长领导力的发挥提供良好的外部条件。

关键词：中小学教研组长；领导力；现状分析；案例研究

总结：第一部分为绪论，主要介绍了问题提出的背景，研究意义与方法，相关概念的界定。

第二部分为第二章，主要论述了中小学教研组长领导力实践形态：人格感召力，专业引领力，管理执行力和团队建设力。

第三部分为第三章，主要论述了中小学教研组长领导力面临的挑战。笔者通过访谈发现教研组长领导力的发挥面临着以下几个方面的挑战:一是教研组长自身能力的不足导致团队的科研开发有待提升；二是相关部门对教研组长这一角不够重视，缺乏对教研组长进行有针对性的培训；三是由于教研组长身兼数职，作任务量大，在教研组工作上往往心有余而力不足，投入时间不多；四是教研组相关制度不够完善，无法为教研组长工作的有效开展提供良好的外部条件。

第四部分为第四章，为了提升与改善中小学教研组长的领导力，笔者提出了自己的一些建议:第一，教研组长需进行正确的角色认知，转变观念，加强自身修养；第二，开展有针对性的教研组长培训活动，从培训内容、形式、方法上进行转变；第三，建立教研组长激励机制，提高教研组长工作积极性；第四，完善教研组长引领运行的机制，为教研组长领导力的发挥提供良好的外部条件。

Abstract：Nowadays, with the deepening of national basic education curriculum reform, the activities of school-based teaching and research are developing like a raging fire, and the school in this process is facing the great change and transition. The function and position of the teaching and research group organization in the school have significant changes. With its continuously rising status, the heads of the basic organization, management their roles have been extended from simple  administration to leading teaching and research. The situation analysis on the leadership of the head of teaching and research group will lead to review the functionality and occupation development space of this role, create conditions for professional development and giving full play to the function to ensure the teaching quality improvement.

This paper conducts study about the leadership of the head of teaching and research in primary and secondary school by using case research method. Study was rolled out along two ways: one is to choose a case school and conduct deep interview to three group leaders in Chinese, Mathematics and English subjects, to understand their perception of leadership as the teaching and research group leaders and their true feelings on their work; the other is to participate teaching and research activities organized by one of the heads of teaching and research group and observe practice. On the base of interview, the content of the leadership of the heads of teaching and  research in primary and secondary school was summarized: Personality Connotation, Professional Leadership, Team Building, and Management Execution.

However, findings after interviews shows that playing leadership of the head of teaching and research faces several challenges: 1. Inadequacy capability of some heads of teaching and research group leads insufficient team renovation research; 2. relevant departments don't focus enough in the role of the head of teaching and research group research group there lacks systematic trainings; 3. The heads of teaching and are too busy to put more effort in teaching group work;4. The regulation and guidance about teaching and research group is not complete, not able to provide a good external working condition to the heads of teaching and research group to do their jobs and evaluate their performance scientifically.

Key words: the head of teaching and research group in primary and secondary school; leadership; situation analysis; case research

（江怀霞 上海师范大学教育管理专业硕士学位论文）