近二十年西方课程领导理论的进展与根本转向

Theoretical Progress and Basic Diversion of Western Curriculum Leadership in the Recent Two Decades

历经半个多世纪的研究积淀，西方课程领导理论于近20 年间日趋成熟，涌现了创造性课程领导、革新型课程领导、分享式课程领导和批判型课程领导四大代表性理论体系。与1990 年之前的研究相比较，西方课程领导研究的逻辑基础与研究范式发生了根本转向：哲学基础由“现代”向“后现代”转换，课程基础由“开发范式”向“理解范式”递嬗，领导学基础从“古典理论”向“现代理论”延展，呈现出一个带有明显时代特征的变化轨迹。

After the study of half a century, the western curriculum leadership theory become ripe intensively in the recent two decades, and sprung up four representative theoretical systems：the Creative Curriculum Leadership, the Transformative Curriculum Leadership, the Shared Curriculum Leadership and the Critical Curriculum Leadership. Compared to the previous studies before 1990，the logical foundation and research paradigm of western curriculum leadership have shifted in three aspects as follows：the philosophical basis changing form modernism to postmodernism, the curriculum basis changing from the paradigm of development to understanding，and the leadership basis changing from classical theory to modern approach，which present the trajectory with a significant characteristic of the times.