学习型领导理论的研究与探索
发布时间：2018-08-25 18:23
【摘要】：随着社会的不断变革,目前教育领域竞争的日趋激烈,建设优质教育资源的愿望也越来越强烈,而教育领导理论的研究也逐渐开始呈现百花齐放的趋势,各种不同的教育领导理论不断涌现。学习型领导理论是二十一世纪以来在西方社会迅速兴起的教育领导理论之一。本研究从文献资料研究入手,旨在通过对学习型领导理论思想的系统梳理,为我国的教育管理理论和实践提供参照。 本研究主要分为四个部分。第一部分是导论,介绍了本研究的背景及国内外有关该研究的现状。从文献综述中可以看出,目前我国针对学习型领导理论的研究尚处于起步阶段。第二部分则是学习型领导理论诞生的社会基础和理论基础。学习型领导理论在美国诞生的社会背景主要是由于美国对现代知识型人才的培养需求与日俱增,而美国公立学校教育质量的下降,无法满足这一需求,因而迫切需要学校领导者关注学生的学业成就,提高学校办学水平。其理论基础则主要来源于权变理论、变革型领导理论和学习型组织理论。第三部分则是剖析学习型领导理论的主要内容。学习型领导理论的核心在于一切工作围绕提升学校及社区学生的学习水平和能力而开展。学习型领导的领导内容主要包含八个方面,分别是学习的愿景、教学计划、课程计划、学习型社区的建设、资源的获取与使用、组织文化的建设和社会效应的维护。学习型领导的评价体系则主要通过领导的核心内容和关键过程这两个维度来进行描述,核心内容与领导行为密切相关,也就是“做什么”；关键环节则关系到领导如何去完成每一项工作,即“怎么做”。这两个维度中又各包含有六个要素。领导的核心内容包括确保学生学习的高标准,设置严格的课程体系,开展优质的课堂教学,注重学习型和促进专业发展的学校文化建设,与外部社区保持紧密联系以及注重责任制度的建设。关键过程则包括了规划、实施、支持、宣传、沟通和监督六个环节。第四部分论述了对学习型领导的评价以及该理论对我国教育管理实践的启示。学习型领导理论对于提高学生的学业成就,促进学校的办学水平有着很大帮助,然而,在西方能够得以立足的教育领导理论,未必能够生搬硬套到我国的教育领导实践中来。在我国的国情和环境下,这些理论应当如何理解,与其相对应的评测手段和工具应如何进行操作,在这样一种跨国界、跨文化的转换当中,是一个非常复杂的过程,还有大量的问题亟待解决。
[Abstract]:With the continuous changes of the society, the competition in the field of education is becoming more and more fierce, and the desire to build high-quality educational resources is becoming more and more intense, and the research on the theory of educational leadership has gradually begun to show the trend of blooming in a hundred flowers. Various educational leadership theories are emerging. The theory of learning leadership is one of the theories of educational leadership which has risen rapidly in western society since 21 century. The purpose of this study is to provide a reference for the educational management theory and practice of our country through the systematic combing of the learning leadership theory. This research is divided into four parts. The first part is an introduction, which introduces the background of this study and the current situation of the research at home and abroad. It can be seen from the literature review that the study of learning leadership theory in China is still in its infancy. The second part is the social and theoretical basis of the birth of learning leadership theory. The social background of the birth of the learning leadership theory in the United States is mainly due to the growing demand for modern knowledge-based talents in the United States, but the decline in the quality of American public schools cannot meet this demand. Therefore, it is urgent for school leaders to pay attention to the students' academic achievement and improve the school running level. Its theoretical basis mainly comes from contingency theory, transformational leadership theory and learning organization theory. The third part is to analyze the main content of learning leadership theory. The core of learning leadership theory is to improve the learning level and ability of students in schools and communities. The leadership content of learning-oriented leadership includes eight aspects: vision of learning, teaching plan, curriculum planning, construction of learning community, acquisition and use of resources, construction of organizational culture and maintenance of social effect. The evaluation system of learning leadership is mainly described through the two dimensions of leadership core content and key process. The core content is closely related to leadership behavior, that is, "what to do"; The key link is how the leader completes every task, that is, how to do it. There are six elements in each of these two dimensions. The core contents of leadership include ensuring the high standard of students' study, setting up strict curriculum system, carrying out high-quality classroom teaching, paying attention to the school culture construction of learning type and promoting professional development, Maintain close contact with external communities and focus on responsibility system building. The key processes include planning, implementation, support, advocacy, communication and supervision. The fourth part discusses the evaluation of learning leadership and the enlightenment of this theory to China's educational management practice. The theory of learning-oriented leadership is of great help to improve students' academic achievement and promote the level of running schools. However, the theory of educational leadership, which can be established in the west, may not be applied to the practice of educational leadership in our country. In our country's national conditions and environment, how these theories should be understood, and how the corresponding evaluation means and tools should be operated, is a very complicated process in such a cross-border, cross-cultural transition. There are still a lot of problems to be solved.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G40-058
本文编号：2203723
[Abstract]:With the continuous changes of the society, the competition in the field of education is becoming more and more fierce, and the desire to build high-quality educational resources is becoming more and more intense, and the research on the theory of educational leadership has gradually begun to show the trend of blooming in a hundred flowers. Various educational leadership theories are emerging. The theory of learning leadership is one of the theories of educational leadership which has risen rapidly in western society since 21 century. The purpose of this study is to provide a reference for the educational management theory and practice of our country through the systematic combing of the learning leadership theory. This research is divided into four parts. The first part is an introduction, which introduces the background of this study and the current situation of the research at home and abroad. It can be seen from the literature review that the study of learning leadership theory in China is still in its infancy. The second part is the social and theoretical basis of the birth of learning leadership theory. The social background of the birth of the learning leadership theory in the United States is mainly due to the growing demand for modern knowledge-based talents in the United States, but the decline in the quality of American public schools cannot meet this demand. Therefore, it is urgent for school leaders to pay attention to the students' academic achievement and improve the school running level. Its theoretical basis mainly comes from contingency theory, transformational leadership theory and learning organization theory. The third part is to analyze the main content of learning leadership theory. The core of learning leadership theory is to improve the learning level and ability of students in schools and communities. The leadership content of learning-oriented leadership includes eight aspects: vision of learning, teaching plan, curriculum planning, construction of learning community, acquisition and use of resources, construction of organizational culture and maintenance of social effect. The evaluation system of learning leadership is mainly described through the two dimensions of leadership core content and key process. The core content is closely related to leadership behavior, that is, "what to do"; The key link is how the leader completes every task, that is, how to do it. There are six elements in each of these two dimensions. The core contents of leadership include ensuring the high standard of students' study, setting up strict curriculum system, carrying out high-quality classroom teaching, paying attention to the school culture construction of learning type and promoting professional development, Maintain close contact with external communities and focus on responsibility system building. The key processes include planning, implementation, support, advocacy, communication and supervision. The fourth part discusses the evaluation of learning leadership and the enlightenment of this theory to China's educational management practice. The theory of learning-oriented leadership is of great help to improve students' academic achievement and promote the level of running schools. However, the theory of educational leadership, which can be established in the west, may not be applied to the practice of educational leadership in our country. In our country's national conditions and environment, how these theories should be understood, and how the corresponding evaluation means and tools should be operated, is a very complicated process in such a cross-border, cross-cultural transition. There are still a lot of problems to be solved.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G40-058
【参考文献】
相关期刊论文 前2条
1 张晓峰;;教学领导的研究进展与实施策略[J];教师教育研究;2012年01期
2 陈粤秀;陈志利;;范德堡校长领导行为评价体系在中国的适用性研究[J];南京师大学报(社会科学版);2012年03期
，本文编号：2203723
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