摘要
无论是管理学的立场还是教学论的立场,教学领导研究各有偏重,且对学校教学具有实践指导意义。回顾管理学视角下教学领导的学术史脉络发现,教学领导为教学发展创造了条件,但是从长远来看,囿于"教学"性缺失导致教学领导效果不佳。教学论视域中的教学领导坚守着教学性,但却面临着信息技术、校外辅导机构以及"学为中心"理念等因素带来的挑战。未来的教学领导研究应走向跨学科融合,既要实现专业化转向,以"教学"为核心,发挥教学的领导作用;又要拓展研究边界,基于教师主导、学生主体的理念,将教学领导看作系统的概念,赋予教学领导动态、多维度、多层次的社会实践意义。
No matter from the management perspective or from pedagogical perspective,the research of instructional leadership has its own emphasis,and it is of practical significance to school teaching activity.Reviewing the context of academic history of instructional leadership from the perspective of management,we found that instructional leadership creates conditions for teaching development,but in the long run,owing to the lack of"teaching",the effect of instructional leadership is not good.In the view of pedagogy,teaching leaders stick to the nature of teaching,but they are faced with the challenges brought by information technology,out-of-school guidance institutions and the concept of"learning-centeredness".The future research on instructional leadership should move towards interdisciplinary integration.We should not only realize the professional turn,take"teaching"as the core,and give full play to the leading role of teaching,but also expand the research boundary based on the concept of teacher-led and student-oriented.Instructional leadership should be regarded as a systematic concept and endowed with dynamic,multi-dimensional and multi-level social practical significance of instructional leadership.
作者
胡定荣
齐方萍
HU Dingrong;QI Fangping(Beijing Normal University,Beijing 100875)
出处
《现代教育管理》
CSSCI
北大核心
2021年第5期93-99,共7页
Modern Education Management
基金
国家社会科学基金教育学一般课题“学校课程治理现代化研究”(BHA170126)
关键词
教学领导
教学性
未来走向
本真回归
拓展延伸
instructional leadership
teaching
future trend
truth return
expansion and extension
作者简介
胡定荣,北京师范大学教育学部教授,博士生导师;齐方萍,北京师范大学教育学部博士生。
