课程领导力:教育硕士专业学位培养初探——基于“课程与教学论”的视角
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摘要
课程领导力是提升学校变革和推进教育进步的内驱力,也是教育硕士专业学位培养的核心目标之一。作为教育硕士专业基础课程,"课程与教学论"可以为培养课程领导力提供适宜的途径,即通过课程开发技术实作活动促进课程技术领导力的培养,以及运用多元课程文化熏陶促进课程文化领导力的形成。
Curriculum leadership is the internal drive to promote school reform and educational progress, and also one of the core objectives of training Master of Education(MEd). The Curriculum and Teaching Theory as the basic curriculum of MEd can provide an appropriate way to cultivate curriculum leadership, that is, to promote the cultivation of curriculum technology leadership through the practical activities of curriculum development technology and to promote the formation of curriculum culture leadership through the use of multi-curriculum culture.
Curriculum leadership is the internal drive to promote school reform and educational progress, and also one of the core objectives of training Master of Education(MEd). The Curriculum and Teaching Theory as the basic curriculum of MEd can provide an appropriate way to cultivate curriculum leadership, that is, to promote the cultivation of curriculum technology leadership through the practical activities of curriculum development technology and to promote the formation of curriculum culture leadership through the use of multi-curriculum culture.
引文
[1]杨四耕.提升课程领导力是学校课程变革的核心[N].中国教育报,2013-5-20.
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[3]钟启泉,岳刚德.学校层面的课程领导:内涵、权限、责任和困境[J].全球教育展望,2006,(3):11.
[4]翟帆.文具盒里的小小课程表,透视出课程方案理想与现实之间的差距:国家课程方案为何在执行中走样[N].中国教育报,2005-12-4.
[5]张茂聪,胡伟.县域课程政策执行力:困境与对策[J].中国教育学刊,2012,(4):5-10.
[6]林一钢,黄显华.课程领导内涵解析[J].全球教育展望,2005,(6):23-26.
[7]张良.校本课程开发的技术主义取向及其超越[J].中小学教材教学,2017,(10):14-17.
[8]余进利.课程领导五向度框架的构建[J].全球教育展望,2005,(6):27-31.
[9]刘启迪.课程文化:涵义、价值取向与建设策略[J].课程·教材·教法,2005,(10):21-27.
[10]张荣华.研究性教学的内涵及其在高师生物教师教育课程中的运用[J].高等理科教育,2012,(2):133-137+145.
[2]黄显华,朱嘉颖.一个都不能少:个别差异的处理[M].台北:师大书苑,2002.31-32.
[3]钟启泉,岳刚德.学校层面的课程领导:内涵、权限、责任和困境[J].全球教育展望,2006,(3):11.
[4]翟帆.文具盒里的小小课程表,透视出课程方案理想与现实之间的差距:国家课程方案为何在执行中走样[N].中国教育报,2005-12-4.
[5]张茂聪,胡伟.县域课程政策执行力:困境与对策[J].中国教育学刊,2012,(4):5-10.
[6]林一钢,黄显华.课程领导内涵解析[J].全球教育展望,2005,(6):23-26.
[7]张良.校本课程开发的技术主义取向及其超越[J].中小学教材教学,2017,(10):14-17.
[8]余进利.课程领导五向度框架的构建[J].全球教育展望,2005,(6):27-31.
[9]刘启迪.课程文化:涵义、价值取向与建设策略[J].课程·教材·教法,2005,(10):21-27.
[10]张荣华.研究性教学的内涵及其在高师生物教师教育课程中的运用[J].高等理科教育,2012,(2):133-137+145.