教育科学 ›› 2023, Vol. 39 ›› Issue (3): 8-14.

• 学习贯彻党的二十大精神 • 上一篇    下一篇

区县教研员领导力的内涵、构成要素与提升策略*

宋乃庆1, 吴乐乐2,3   

  1. 1.西南大学 基础教育研究中心,重庆 400715
    2.西南大学 教育学部,重庆 400715
    3.重庆市教育科学研究院,重庆 400015
  • 出版日期:2023-05-15 发布日期:2023-07-31
  • 作者简介:宋乃庆(1948- ),男,浙江杭州人,西南大学二级教授,博士生导师,中国基础教育质量监测协同创新中心首席专家,主要从事基础教育研究、教育统计研究;|吴乐乐(1985- ),男,河南洛阳人,重庆市教育科学研究院副研究员,西南大学博士生,主要从事基础教育研究、课程与教学研究。
  • 基金资助:
    * 国家社会科学基金“十三五”规划2018年度教育学西部项目“新时代中小学文化自信培育机制研究”(XEA180292)

The Connotation, Elements and Promotion Strategies of the Leadership of the District and County Teaching and Research Staff

Song Naiqing1, Wu Lele2,3   

  1. 1. Research Center for Basic Education,Southwest University,Chongqing 400715,China
    2. Faculty of Education,Southwest University, Chongqing 400715,China
    3. The Education Science Research Institute of Chongqing,Chongqing 400015,China
  • Online:2023-05-15 Published:2023-07-31

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摘要：

世界范围内各国越来越重视赋权予教师,强调发展教师领导力。区县教研员作为区域基础教育教师专业成长的重要引路人,其领导力研究成为新时代教研员队伍建设的新课题。本研究基于系统论和变革型领导理论,从学术逻辑、历史逻辑、实践逻辑的视角,分析界定领导力、区县教研员领导力的内涵、构成要素等。区县教研员领导力包括基础层次的通识性领导力、拓展层次的专业性领导力。通识性领导力是指区县教研员为彰显其组织领导能力所必备的思想引领力、战略规划力、沟通合作力、资源统筹力、组织变革力、共同体建设力等;专业性领导力是指区县教研员引领、协同利益相关者,为持续实现共同的教研愿景而需要具备的教育决策咨询力、课程改革推进力、教学实践指导力、学业质量测评力、教师发展促进力、专题研究行动力。区县教研员领导力的提升可通过重塑区县教研员的领导文化,深化教研员领导力专题研修,加快区域教研共同体建设,健全赋权予教研的平台机制等方面来实现。

关键词: 教研员领导力, 内涵, 要素, 通识性领导力, 专业性领导力, 提升策略

Abstract:

There is an increasing emphasis on empowering teachers around the world,highlighting the development of teacher leadership. District and county teaching and research staff are important guides for teachers’professional growth,and research on their leadership has become a new topic in the team construction of teaching and research staff in the new era. Based on the system theory and transformational leadership theory,from the perspective of academic logic,historical logic and practical logic,this paper analyzes and defines the connotation,elements and dimensions of leadership and the leadership of district and county teaching and research staff. The leadership of the district and county teaching and research staff includes general leadership at the basic level and professional leadership at the expanded level. General leadership refers to the capabilities in thought leading,strategic planning,communication,teamwork,resource planning,organizational change,and community building that are necessary for district and county teaching and research staff to demonstrate the value of organizational leadership. Professional leadership refers to the teaching and research staff in districts and counties,leading and cooperating with stakeholders,in order to continue to realize the common vision of teaching and research,and thus need to have educational decision-making consulting ability,curriculum reform promotion ability,teaching practice guidance ability,academic quality evaluation ability,Teachers develop promotional abilities and special research action abilities. The improvement of the leadership of district and county teaching and research staff can be achieved by reshaping the leadership culture of district and county teaching and research personnel,deepening the special training of teaching and research personnel leadership,accelerating the construction of regional teaching and research communities,and improving the platform mechanism for empowering teaching and research.

Key words: leadership of teaching and research staff, connotation, elements, general leadership, professional leadership, promotion strategy

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