陈效飞 傅敏

摘要：美国批判视域下的课程领导以批判教育在社会、文化和政治领域发起的批判立场和课程理解的“多元”范式为理论基础，在实践向度上遵循批判的思维方式。针对当前我国课程领导行政化、应试化和教学化的倾向，我们可从美国批判视域下的课程领导研究中得到诸多启示：课程领导民主巫须真正实现、课程领导要兼顾课程实施效率和公平、课程领导的培训和专业化建设巫待加强。

关键词：批判；课程领导；实践向度

总结：本文主要对批判视域下课程领导的理论基础、发展脉络和实践向度进行解读，希冀寻求在中国语境下的有益启示。

第一部分介绍了课程领导的理论基础。批判视域下的课程领导正是以批判为立场、以课程理解的多元化为视角，审视课程实践中存在的问题。

第二部分介绍了批判视域下课程领导的发展脉络。包括校长中心的课程领导、交互型课程领导、社会公平取向的课程领导。

第三部分介绍了批判视域下课程领导的实践向度，包括以批判为行事方式、以促进公平为原则、以服务社区为基础、以专业认同为目标。

第四部分阐述了美国批判视域下课程领导研究的启示。课程领导的民主建设，课程领导要兼顾效率与公平，课程领导培训与课程领导专业化。

Analysis on American Critical Curriculum Leadership Study and its Implications

Chen Xiaofei  Fu Min

Abstract: In America, curriculum leader under the perspective of critical theory is derived from Right Wing in society and two recent Educational Movements. Based on Critical Theory in social, cultural and political fields put forward by Critical Education School, it at the same time absorbs multilevel curriculum understandings. Through the three different development stages, critical curriculum leader in practice holds critical thinking style, works toward the equality and justice, paves the service for the community and targets for the final purpose of curriculum leader's identity. Its' research findings enlighten us that democracy of curriculum leadership should be strengthened, curriculum implementation should consider the importance of accountability and equality, and the training program of curriculum leader should be improved and its professionalization be realized as early as possible.

Keywords: critical theory; curriculum leader; practice

出处：《教育发展研究》2013年8月