农村中学女校长教学领导力形成过程的叙事研究

发布时间：2018-04-11 16:20

本文选题：女校长 + 教学领导力　；参考：《西北师范大学》2015年硕士论文

【摘要】：基础教育课程改革已经进入了深水区,课程与教学是两个重要的改革点,学校的教学改进对基础教育课程改革有很大的推动作用,而学校的教学改革需要校长很好的教学领导,以往的校长教学领导力的研究由于忽视了性别的视角,教学领导力等同于男性领导力,女性在教学领导中处于“边缘化”的状态。新世纪,性别平等的理念的提出使女性的领导力大为提升,但是现实中女性领导力相对较弱的现状还是存在的,尤其在经济发展比较落后的农村地区,因此,本论文从性别平等的实然要求和现实中女性教学领导者相对较少的现状出发,以自己的研究“遭遇感”对农村中学女校长教学领导力的形成过程进行了叙事研究,希望能对农村地区的女性教学领导力的发掘和提升有借鉴的价值,在教学领导力领域实现性别平等,促进教育公平。本论文以人类学为研究的主要方法论基础,采用叙事研究方法,深入到A校长的生活和工作中,“倾听”她成长为一名农村中学女教学校长的特殊经历,同时,对影响A校长的关键人物(主要包括A校长的丈夫和婆婆、对A校长教学领导力大力支持的B校长)进行了开放式的访谈,在和其聊天式的访谈中,试图分析其教学领导力的形成过程和特点、在学校中,这种教学领导力是如何实际发挥的,以及哪些因素影响了其教学领导力的形成。通过对叙述资料以及笔者的观察和实物收集的资料的整理和分析,发现A校长的教学领导力的形成过程主要经历了教学领导力的积淀期、教学领导力的发展期、教学领导力的关键期和教学领导力的稳固期,但是笔者也指出,教学领导力形成后具有相对的稳定性,A校长现在在教学领导中又面临着新的困境;A校长教学领导力形成的特点主要是:她的柔性特点、“母性”特点和乐于吃苦的特点;A校长教学领导力的发挥主要从三个维度进行,这也是A校长现有的教学领导力的三个结构,即A校长对教师教学的支持,主要是通过对教师的集体听评课活动的领导进行的,A校长对学生学习的关注,主要可以从A校长对学生的时刻的关心和爱心中看出,A校长对学校教学改革的关注,通过教研共同体的塑造,创造了学校教学文化的“共同体”,在相互合作的教学关系中形成了整个学校的“我——你”的教学关系。最后,通过上面的分析得出,影响A校长教学领导力形成过程的因素主要有:A校长的生活史、A校长的个人特质、关键人物的支持和社会的认可、学校的制度环境以及A校长工作和生活的两难状态,这些因素中,有些因素对A校长的教学领导力形成发挥了积极的作用,有些因素则制约了其教学领导力的进一步提升,在和其合作关系的建立中,如何克服这些制约因素,促进A校长教学领导力的进一步提升是本研究后续进行的重点。
[Abstract]:The curriculum reform of basic education has entered deep water area. Curriculum and teaching are two important points of reform. The improvement of school teaching plays a great role in the reform of basic education curriculum, and the reform of school teaching needs the principals' good teaching leadership.The former research on the principal's teaching leadership neglected the gender perspective, the teaching leadership was equal to the male leadership, and the female was "marginalized" in the teaching leadership.In the new century, the concept of gender equality has greatly improved women's leadership, but in reality, the relatively weak status of women's leadership still exists, especially in the rural areas where economic development is relatively backward.Starting from the actual demands of gender equality and the relatively few female teaching leaders in reality, this paper makes a narrative study on the forming process of female principals' teaching leadership in rural middle schools with their own research "encounter feeling".It is hoped that it can be used for reference to explore and promote the teaching leadership of women in rural areas, to realize gender equality in the field of teaching leadership, and to promote the equity of education.This thesis takes anthropology as the main methodology of the research, adopts narrative research method, goes deep into principal A's life and work, and "listens" to her special experience of growing up as a female teaching principal in rural middle school, at the same time,An open-ended interview was conducted with the key figures who influenced Principal A (mainly the husband and mother-in-law of Principal A and Principal B, who was strongly supported by Principal A's teaching leadership).This paper attempts to analyze the forming process and characteristics of its teaching leadership, how this kind of teaching leadership is actually brought into play in schools, and what factors affect the formation of its teaching leadership.Through the analysis and analysis of the narrative data, the author's observation and the data collected in kind, it is found that the forming process of principal A's teaching leadership has mainly experienced the accumulation period of teaching leadership and the developing period of teaching leadership.The key period of teaching leadership and the stable period of teaching leadership, but the author also points out,There is a relative stability after the formation of the teaching leadership. The principal now faces a new dilemma in the teaching leadership. The main characteristics of the formation of the principal's teaching leadership are: her flexibility.The characteristics of "motherhood" and "willing to bear hardships" are mainly carried out from three dimensions of principal A's teaching leadership, which is also the three structures of principal A's current teaching leadership, that is, principal A's support to teachers' teaching.It is mainly through the leadership of teachers' collective listening and evaluating activities that principal A pays attention to students' study. It can be seen mainly from the care and love of principal A for students' moments that principal A pays attention to the reform of school teaching.Through the shaping of the teaching and research community, the "community" of school teaching culture has been created, and the teaching relationship of "I you" of the whole school has been formed in the teaching relationship of mutual cooperation.Finally, through the above analysis, it is concluded that the main factors that affect the forming process of principal A's teaching leadership are the personal characteristics of principal A's life history, the support of key figures and the recognition of society.The institutional environment of school and the dilemma of principal A's work and life, some of these factors have played a positive role in the formation of principal A's teaching leadership, and some factors have restricted the further improvement of his teaching leadership.How to overcome these constraints and promote the further improvement of principal A's teaching leadership is the focus of this study.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G637.1

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