关于西方课程领导理论发展趋向研究

Trends for Development of Western Curriculum Leadership Theory

“课程领导”这一术语，在西方教育理论领域凸显于20世纪70年代，这与此时兴起 的校本课程开发运动密切相关。贯穿半个世纪的历程，“课程领导”的发展始终与课程理论和学 校领导理论的发展相连，总体上呈现出从“工具”取向的课程领导观到“价值”取向的课程领导 观的发展脉络，亦即从侧重技术、手段转向关注目的、意义，强调愿景性、民主性、合作性、建构 性和批判反思性。我国的课程领导研究在学习借鉴西方课程领导理论的同时，应立足于变革性 教育实践，.努力构建中国特色、中国风格的课程领导理论。

The term of curriculum leadership which was highlighted in the field of western education theory in 1970s is closely related to the rise of the movement of school-based curriculum development. Throughout half a century the development of curriculum leadership has been associated with the development of curriculum theory and school leadership theory. And it shows the development process of curriculum leadership idealism which changes from “tool” to “value” on the whole，which means that the focus turns from technology and means to pur-pose and significance. Visions， democracy， cooperation， construction and critical reflection are emphasized. Learning from the western theory of curriculum leadership， the research in China should be based on the revolution of education practice and make efforts to develop the theory of curriculum leadership with Chinese characteristics and style at the same time.