摘要
新课程改革使课程领导逐渐成为学校的一项重要实践活动,而这种实践活动在当前正面临着一种范式的转型,即由“官僚-控制”范式转向“反思-自主”范式。其中,“官僚-控制”范式的特点主要表现为:科层式的学校组织、法定知识范围的领导实践、官僚权威的充分运用以及技术理性的解题逻辑。而“自主-反思”范式的特点主要表现为:领导共同体式的学校组织;“经验”范围的领导实践、道德与专业权威的充分运用以及反思性实践理性的解题逻辑。
Curriculum leadership is an increasingly important activity of schools against the background of new curriculum reform, but it is faced with paradigm transformation, i.e. from the bureaucracy-control paradigm to the autonomy-reflection paradigm. The bureaucracy-control paradigm focuses on the level-based school organizations, leadership in the legalized knowledge, fulfillment of bureaucracy and technique-based solving logic, while the autonomy-reflection paradigm consists of the community-based school organizations, leadership in the experience, fulfillment of morality and profession and the solving logic of reflective-experience.
出处
《教育理论与实践》
CSSCI
北大核心
2007年第4期44-48,共5页
Theory and Practice of Education
