MOOC教师教学领导力：内涵与自我提升策略

On MOOC Teachers’ Instructional Leadership:Connotation and Self-development Approaches

虽然MOOC的价值还没有得到普遍认同，MOOC的未来发展也难以预测，但无容置疑的是MOOC为人们提供了平等接入名校名课名师的新机会，催生了新的教育教学方式，促进人们深入反思学习者对高水平教师与高质量教学内容的需求、认真检视社会对提升教育教学质量提升的现实诉求。MOOC教师的专业化素养对于MOOC质量起着决定性作用，走在教育教学改革前沿的MOOC教师有义务引领其他教师的教学创新与专业化发展。基于对领导力、教师教学领导力的理解，该文探讨了MOOC教师教学领导力的内涵，将其界定为MOOC教师对其他教师在MOOC教学实践、教学创新与变革、教学质量提升、专业化发展方面的影响与引领作用。领导力不同于基于自上而下行为模式的管理能力，而是一种基于人际间直接的或间接的、显性的或隐性的互动过程中产生的“吸引与影响”能力。为了提升自身的教学领导力，MOOC教师需要在意识层面重视教学领导力的功用与发展，在规划层面客观评价自身的领导风格与水平并制定相应的发展计划，而在实践层面则需要重视领导品质培养与领导技能训练。

Although the value of MOOC has not been generally recognized， and it is also difficult to predict its future， it is widely accepted that MOOC is promising to provide new opportunities for people to equal access to the elite teachers and classes. MOOC has turned to be a significant driver for innovative learning and teaching modes， for the reflection the needs for high-quality learning contents and teachers， and for the inspection of the real appeal of educational improvement. MOOC teachers’ professional qualities are crucial to MOOC quality. MOOC teachers are responsible for leading educational innovation and other teachers’ professional development. Based on the understanding of leadership， instructional leadership， the paper discusses the connotation of MOOC teachers’ instructional leadership， which is defined as MOOC teachers influence on other teachers in the field of educational innovation， instructional quality improvement and professional development. Leadership is different from management based on topto- down behavior patterns， which is the capability “to attract and to influence” developed on direct or indirect， implicit or explicit interpersonal interactions. In order to enhance instructional leadership， it is necessary for MOOC teachers to consciously and actively promoted self-evaluation， self-planning， and self-exercising their own leadership qualities and skills.