刘华

摘要：当前中小学的校本课程开发普遍采取权威式管理权威式管理把广大师生排斥在校本课程开发的决策圈以外，因而难以全面真实地反映学生的课程需要，难以充分发挥教师课程开发的积极性和创造性 要想深入推进校本课程开发，必须采取参与式管理，使广大师生成为自主的校本课程开发者

关键词：校本课程管理；权威式管理；参与式管理

总结：第一部分论述了校本课程权威式管理的优势与不足。一方面，权威式管理使校本课程开发得以正常化、规范化、有序化。另一方面，权威式管理也制约了校本课程开发的深入推进。权威式管理不利于教师课程意识和课程能力的增强；校本课程的权威式管理不能有效调动广大普通教师开发校本课程的积极性。

第二部分论述了校本课程参与式管理的现实路径。领导、专家更多扮演“无权力主义者”的课程领导角色：提供有关课程决策程序的建议；提供有关课程评价标准的建议；提供作为课程决策和评价基础的重要事实。课程开发更多借鉴“过程模式”和“实践模式”：以课程问题为中心开发校本课程；通过动态生成开发校本课程。

School-based Curriculum: Form Authoritative Management to Participative Management

Liu Hua

Abstract: Currently authoritative management is generally implemented in school-based curriculum development by primary and secondary schools. Authoritative management excludes the majority of teachers and students outside the decision-making circles, making it difficult to truly reflect students' curriculum needs and making it difficult for teachers to exert their positivity and creativity. The further promotion of school -based curriculum development needs participative management, so that teachers and students to become independent curriculum developers.

Key words: school-based curriculum management;authoritative management; participative management

出处：《教育发展研究》2010年第22期