---以后海小学快乐阅读为个案

赵明仁 袁晓峰

摘要：以提高阅读能力,丰富学校生活和变革教学方式为目的,后海小学快乐阅读校本课程发展走过六年的探索之路。本研究目的在于刻画此校本课程经历了怎样的发展过程,探究其内在的课程发展机制。在过去五年间通过参与式观察、深度访谈和文件收集的方法采集资料。研究发现,呈现出情境分析模式下校长课程领导教师跟进的课程发展机制。此脉络中校长课程领导是与行政领导的结合体,培育校长课程领导能力是校本课程发展的关键。教师表现出有限的课程领导空间,在开放的学校氛围中,教师课程领导空间的拓展并不在于外在赋权而要依靠内在的专业成长以及提供足够的组织支持。

关键词：校长；课程领导；校本课程；机制

总结：第一部分介绍了课程发展机制与校长的课程领导的内涵与关联。

第二部分介绍了研究对象与方法。具体介绍了后海小学快乐阅读校本课程经历了怎样的发展过程,探究其内在的课程发展机制。

第三部分具体介绍了快乐阅读校本课程发展机制。快乐阅读校本课程呈现的是”情境分析模式下校长领导教师跟进”的课程发展机制。这种机制可以从三个层面来解读：一是校本课程发展是以“实践感知-目标指引-探索总结”进路演化的；二是校长与教师，课程领导与行政领导关系；三是行动者之间的互动与工作方式。

第四部分介绍了从课程决策看课程发展机制。从“情境分析模式下的校长领导教师跟进”的课程发展机制来看,快乐阅读校本课程是由强势的校长领导推动的结果,课程决策架构是：校长个人决策+教师集体决策+教师个人决策。

An Inquiry Mechanism into School-based Curriculum Development under the Principal Curriculum Leadership:A Case Study on Happy Reading in Houhai Primary School

Zhao Mingren  Yuan Xiaofeng

Abstract: In order to improve students reading skills, enrich their school life, and improving the teaching methods, the school-based curriculum Happy Reading has been developed for six years in Houhai Primary school. The purpose of this study is to explore how Happy Reading has been developed and what is the mechanism of its curriculum development. This research has collected data by participatory observation and deep interview since 2005 to 2010. Research found that the school-based curriculum mechanism is one kind of contextual mode in which principal curriculum leadership is the first step and the teachers follow-up is the next. Principal curriculum leadership is a combination of executive leadership in this context, and developing principles' curriculum leadership is the most important issue of school-based curriculum development. Teachers have shown limited ability of curriculum leadership. Furthermore, in an open school culture, the space expansion of teacher curriculum leadership does not lie in external empowerment but relies on the internal professional growth and adequate organizational support.

Key words: principal; curriculum leadership; school-based curriculum; mechanism

出处：《当代教育与文化》2011年3月第3卷第2期