摘要：建设性后现代主义与教育领导理论的有机结合是本文的研究宗旨，选择建设性后现代这一视角是因为建设性后现代是对现代主义批判、吸收、否定、扬弃基础之上积极建构起来的，建设性后现代是对现代性的一种反思。守成需要管理，变革需要领导，与其说采用何种领导体制、领导方法，不如说用何种思想指导教育领导。有什么样的教育领导，就有什么样的教育;有什么样教育，就有什么样的社会。后现代主义思潮席卷西方，其解构、建构的思想给我们带来了耳目一新的感觉，特别是建设性后现代思想给我们带来与传统思维相互撞击的智慧火花，为研究教育领导提供了一个全新的视角，为我国教育领导的发展提供了新鲜血液。本文以建设性后现代主义理论为基础，结合教育领导理论的特殊性，提出建设性后现代教育领导的特征。通过对现代领导理论与建设性后现代领导进行比较分析，在此基础上，提出建设性后现代教育领导可行性策略。

本论文主要由五部分组成：

第一部分：绪论。包括问题的提出，研究的目的和意义，文献综述，研究方法，核心概念界定。

第二部分：找出建设性后现代教育领导哲学基础，分析建设性后现代哲学核心观点，从对现实批判性、积极的建设态度和观点、有机整体论、创造本性论、过程论、女权论等几方面进行分析。为本研究提供理论基础。

第三部分：重点分析建设性后现代教育领导特征。提出对现代教育领导的批判反思、尊重被领导者，倡导多元尊重差异、权力-对话、主张实施有机教育、关注教育中的女性角色等几方面特征。

第四部分：对建设性后现代领导与现代领导比较分析。通过对现代领导理论进行建设性后现代审视，分析建设性后现代领导与现代领导的异同。

第五部分：在以上分析的基础之上，提出开展建设性后现代教育领导实施的六大策略:建设性后现代思维领导策略、建设性后现代到的领导策略、用说服取代征服的领导策略、对话式领导策略、开发潜能整合教育资源策略、创造性领导策略。

关键词：建设性后现代；教育领导；建设性后现代教育领导；策略

Abstract：Tainted glasses wearing construction modern of educational leadership to perspective is the purpose of this study, selection of constructive postmodernism this ruler is for constructive postmodernism is the critique of modernity, absorption, negation, based on the construction of sublation of positive, constructive postmodernism is a reflection of modernity, post - industrial the time has come, our education encountered many new situations, met a lot of new problems, modern education has been widely questioned, education should decide on what path to follow? Conservative management, change requires leadership, and that the system of leadership, Post-modern trend sweeping the western, deconstruction, construction idea brings us find everything fresh and new feeling, especially constructive postmodern thought brings us collide with the traditional thinking sparks of wisdom, provides a new perspective for the study of educational leadership, provide fresh blood for the development of China's educational leadership. Based on the constructive post-modern theory, comparative analysis of modern leadership theory and constructive postmodern leadership, on this basis, put forward the construction strategy of modern educational leadership after the feasibility of.

Part I: Introduction. Including the problem, purpose and significance of research, literature review, research methods, the definition of core concepts.

Part II: Finding a constructive postmodern education leadership philosophy foundation, analysis the constructive post-modern philosophy core point of view, from the analysis of several aspects of reality, the construction of critical positive attitudes and views, organic holism, created nature theory, feminist theory etc.. To provide the theoretical basis for this study.

Part III: Focus on the analysis of the construction of leading feature of modern education. The critical reflection of modern education, led by the respected leader, advocating respect difference, power, dialogue, and advocated the implementation of organic education, attention to the role of women and so on several aspects.

Part IV: Comparative analysis of modern leadership and the leadership of modern construction. Examine through constructive postmodernism on modern leadership theory, analyzing the similarities and differences between the modern leadership and leadership of modern construction.

Part V: Based on the above analysis, puts forward six strategies to carry out constructive postmodernism educational leadership implementation: constructive postmodern thought leadership strategy, constructive postmodernism to leadership strategies, by persuasion instead of conquering leadership strategy, dialogue strategy, leadership potential development of integration of teaching resources strategy, creative leadership strategies.

Keywords: Constructive Postmodernism, Educational Leadership, Constructive Postmodernism Educational Leadership, Strategy

（贾英男 教育经济与管理专业 哈尔滨师范大学硕士学位论文 2013年3月）