摘要：课程领导的品质是决定课程活动能否取得良好效果的一个重要因素。课程领导这个昔日闻所未闻的话题如今业已成为我们课程改革中急待探讨的重大问题。

课程领导在西方己有三十多年的发展历史，也是我国港台地区近年来颇为重视的一个研究领域，然而课程领导由哪些向度构成似乎还是一个没有人探讨的问题，更不用说这些向度课程领导框架的全面构建了。笔者借鉴在不同组织理论中己有根基的学校领导五向度假说，提出课程领导也是山结构领导、人际领导、政治领导、文化领导和教育领导五向度构成的命题。

鉴于课程领导五向度中教育领导的意涵基本上是指迄今课程研究中谈得最多的课程规划和设计、实施与评价等课程工学方面的内容，本文集中探讨其他四个向度的课程领导。

本文分三大部分。第一部分“重构课程领导的向度”，包括第一、二章，着重交代课程领导的几个向度是怎样得出来的。第二部分“理解课程改革的四种视角”，包括中间四章，以廓清本文所要探讨的几种视角的内涵为主，试图为第三部分论述建立学理基础。第三部分“改善课程领导的实践”，包括最后三章，进一步在整合课程改革视角的基础上，深入探讨不同向度的课程领导的具体内涵。

第一章首先交代课程领导的缘起，接着多视点甄别课程领导和课程管理的内涵，最后通过检视多家关于课程领导“领导什么”的观点，得出课程领导的向度有待重构之结论。

第二章在介绍学校领导五向度假说来历的基础上，初步论证这五度之于课程领导的适切性，以及对于达到学校成功的意义。

第三章先破解课程改革中经常提到的“组织起来”在组织理论中究竟是什么意思，接着分析结构和重构中所要考虑的要素，目的是对课程改革中最常用的结构方法正本清源。

第四章围绕人与组织之间适配性这个核心问题，先阐述人力资源理论所涉及的主题，再介绍有助于解决这些问题的种种努力。

第五章先介绍课程改革的政治观点，接着分析我国课程改革中发生的政治生态变化，再提出政治领导所需注意的几个面向。

第六章以教师文化作为论述的主轴，先探讨教师文化对课程改革的意义，再分析教师文化的一般特点，并对合作文化展开深入讨论。

第七章对课程改革四种视角的长处和局限性予以评论，并探讨在实践中如何整合这儿种视角，以彰显运用这些向度课程领导的实践辨证法。

第八章、第九章转向分别具体、深入地阐述结构领导、人际领导、政治领导和文化领导的本质特征和实践策略。

结语部分强调有平衡的课程领导才有强势的、有效的课程领导可言。

关键词：课程领导；五向度课程领导；结构领导；人际领导；政治领导；文化领导；教育领导

Abstract: The quality of curriculum leadership is one of the key factors determining whether curricular activities can achieve desired results. As far as Chinese mainland concerned, curriculum leadership unheard before has become an impatiently-awaiting-to-be-addressed issue in its current curriculum reform.

Although nearly three decades has passed since curriculum leadership was initially treated as a research area, it seems that the issue of which dimensions curriculum leadership including has not been raised yet, let alone the construction of the curriculum leadership framework based on these dimensions. This paper proposes that curriculum leadership be made up of five dimensions: structural leadership, human leadership, political leadership, cultural leadership and educational leadership. The five dimensions are borrowed from the 5-dimension hypothesis of school leadership well-grounded in different organizational theories.

Considering that the educational leadership defined in the five dimensions of curriculum leadership covers the technological aspects of curriculum planning and design, implementation and evaluation which have been most intensively explored so far in curriculum research, this paper only deals with the other four dimensions.

This paper is divided into three main parts. The first part ‘Establishing the dimensions of curriculum leadership’, including the first two chapters, primarily concerns how the five dimensions of curriculum leadership is derived. The second part ‘Making sense of the four perspectives of curriculum reform’, being made up of the following four chapters, focuses on clarifying what is meant by each of the four perspectives this paper intend to deal with, in an attempt to offer theoretical base for the upcoming discussion of the corresponding dimensions of curriculum leadership. The third part ‘Improving curriculum leadership practice’, consisting of the last three chapters, delves into how each dimension of the curriculum leadership should be employed.

Chapter One begins with briefing the contexts in which why curriculum leadership has become important both home and abroad, then probes into the multi-annotations of curriculum leadership as well as management, proceeding to survey much literature of "what to be led" in curriculum leadership, from which the conclusion that the dimensions of curriculum leadership needs reframing is formed.

Chapter Two introduces the derivation of the hypothesis that school leadership includes the five dimensions of structural leadership, human leadership, political leadership, cultural leadership and educational leadership, then argues for its appropriateness when the five dimensions are applied to curriculum leadership, and their significances for achieving school success.

Chapter Three firstly deciphers what the phrase "getting organized” often mentioned in native curriculum reforms means in terms of organizational theories; then analyzes the basic elements which need considering in structuring and restructuring, with the hope of clarifying the essence of the approach to structure which has been most used in curriculum reforms.

Chapter Four, centering on the core issue of the fitness between individuals and organization in human resource theories, begins with expounding the major themes concerned, then introduces many efforts devoted to solving these problems.

Chapter Five firstly introduces political views about curriculum reform, then analyzes the political ecology that has been evolving in China's on-going curriculum reform, ending up with pinning down some aspects to which political leadership should pay attention.

Chapter Six, with teachers' culture as its focus, covers the implications teachers' culture has for curriculum reform, and the analysis of generic characteristics of teacher's culture and the discussion of collaborative culture.

Chapter Seven comments on the strengths and limits of the four perspectives of curriculum reform respectively, and explores how to integrate them in practice, thereby illustrating the praxis dialectic which the dimensions of curriculum leadership claims when applied.

Chapter Eight and Chapter Nine turn to elaborate the essential characteristics and strategies-in-use of structural leadership, human leadership, political leadership and cultural leadership respectively.

Summary emphasizes that strong and effective leadership is predicated on balanced leadership.

 Keywords: curriculum leadership; 5-dimension curriculum leadership; human leadership; political leadership; cultural leadership; educational leadership

（余进利 比较教育专业 华东师范大学硕士学位论文 2005年4月）