---基于传统课程管理理论的分析

崔成前

摘要：课程领导作为新兴概念，视闺广泛，其本质是在“以人为本”的思想指导下的一种新的课程行政体制。它在课程政策上强调分权，在学校层面的课程环境营造上强调效率更高的活动组织，使社区、家长等社会力量积极参与，在学习方法上强调集体学习与探究学习，在学习评价上强调由单一结果评价向过程与结果并重转化，是一项系统工程。课程领导立足于学生的生存和发展，尊重学生的个性，使学生在认识和行为上、在共同生活和个人生存方面协调发展，以适应时代对高素质人才的需求。

关键词：课程领导；课程管理；以人为本

总结：第一部分介绍了课程领导的指导思想与主体向度。从指导思想上看，新课程背景下的课程领导以后现代主义的哲学理念和以人为本的管理理念为指导。并论述了美国的课程专家兰姆博特((L.Lambert)从课程领导主体变化的角度对课程领导的指标向度进行了分析。

第二部分介绍了课程领导的本质视阈。主要体现在课程指导思想上的人本精神；课程内容上的开放多元；课程权力分配上的均权化。

课程领导的本质视阈应该是通过分权的形式调动各领导要素的广泛参与，适应新时代课程发展的规律，满足时代发展的要求，把以人为本的科学理念贯彻到课程领导的全过程之中，立足于学生的生存和发展，尊重学生的个性，关注学生的全面可持续进步，使学生在认识、行为、共同生活、个人生存等方面协调发展，适应激烈竞争时代对高素质人才的需求。

On the Curriculum Leadership’s Definition and Essence against the Background of New Curriculum

—Based on the Theory Analysis of Traditional Curriculum Management

Cui Chengqian

Abstract: As a new concept curriculum leadership is wide in its vision and its essence is a new executive curriculum system guided by the "man-oriented" ideology. It emphasizes the separation of powers in term s of the curriculum policy, emphasizes the activity organization with high efficiency at the level of schools, enabling the active participation of social forces like communities and parents in term s of the creation of curriculum environment emphasizes the collective learning and inquiry learning in term s of leaning methods and emphasizes the transform anon from the single product evaluation to the equally important combination of product evaluation and process evaluation in term s of learning evaluation, so it is a systematic project Curriculum leadership bases itself on the students' survival and development respects students' personality and makes students develop coordinately in the cognition and behavior, and in the common life and personal arrival in order to meet with the requirements for the high quality talents in the age offense corn petition.

Key words: curriculum leadership; curriculum management; man-oriented

出处：《教育理论与实践》2012年第32卷第31期