【作者】 徐佳；

【导师】 陆有铨；

【作者基本信息】 华东师范大学 ， 教育学原理， 2009， 博士

【摘要】 在课程领导的视野下，当前我国职业教育存在一系列重大而紧迫的理论与实践问题，主要包括个人价值和社会价值的摇摆与模糊，战略规划的缺失和虚化，整体能力建设的不足和结构性扭曲等等。因此，我们需要应对市场经济体制的挑战，激活职业教育课程领导的需求与可能，加强职业教育课程领导研究。职业教育课程领导是指职业教育课程的相关利益主体通过自身的职责和权力对于职业教育课程形成的有影响的决策行为。其主要功能是激励职校教师和学生参与课程的积极性，从而更好地开发和实施职业教育课程，提高职校的教学质量和水平。职业教育课程领导的基本理念是学生本位、就业取向和共同领导。基于生存论哲学，职业教育课程领导强调改变职校学生的“差生”假定；从认识论知识观扩展为生存论知识观，增强职教课程的活动性与选择性，使课程适应行业发展与个体发展的多样化需求；确认职校师生在职业教育课程中的主体地位；将职业教育课程教学从书本知识世界扩展到职业生活世界，使教学过程成为师生构建知识和人生的过程。职业教育应凸显专业、民主与服务的课程领导方式。职业教育课程领导主体不应只是单一的部门和个体，而是多样化的、多层次的“类主体”或“群主体”。从行为属性来看，职业教育课程领导在课程决策行为上主要包括制定课程愿景和课程战略，在教师任用行为上则主要包括建设课程团队和课程文化。职业教育课程领导在很大程度上是一种课程行政行为，其过程和结果都会受到各种行政力量和行政决策的影响，但同时其质量和水平更是在相当大的程度上会受到其专业属性的制约，因此要不断强化职业教育课程领导的专业属性。职业教育课程领导的主要内容包括，带领课程团队研究职业教育课程问题，澄清职业教育课程价值，建立职业教育课程“双客户价值”表达机制，提高学生和用人单位的价值主体地位；规划职业教育课程发展，明确职业教育课程目标，优化职业教育课程结构，丰富职业教育课程资源；协商职业教育课程实施，提高职校教师的课程协商能力，促进各类利益群体的交流与沟通，实现课堂学习与就业市场的连接。为了应对人力资源市场的机遇和挑战，职业教育课程领导必需实现校本转向，职校必须成为面向就业市场的前沿阵地。更多还原

【Abstract】 Under the view of curriculum leadership, there are a series of serious and urgent theoretical and practical problems of vocational education in our country, of which are including the hesitation and faintness between personal values and social values, the lack and unreason of strategic planning and the deficiency and distortion of the whole competency development, etc. Therefore, we must activate the demand and possibility of curriculum leadership of vocational education and enhance the research on it, to cope with the challenge of market economy.Curriculum leadership of vocational education is the decision actions that all the stakeholders do, through their own responsibilities and powers, to effect the vocational education curriculum development. The main function of curriculum leadership of vocational education is prompting teachers and students’ enthusiasm to be involved in curriculum, thereby, to develop and implement curriculum better, and to improve the teaching quality of vocational schools. The basic value of curriculum leadership of vocational education is student-centered, employment-oriented and shared leadership.Based on the existentialism, curriculum leadership of vocational education emphasizes changing the presupposition of ’poor academic performance’ of vocational school students. It transfers the concept of knowledge from epistemology to existentialism, enhances the activity and selectivity of the curriculum of vocational education to adapt the responsiveness to diverse populations and industries, and confirms the subject position of teachers and students in vocational education curriculum. It also extends the curriculum and teaching from book knowledge to career life, turning the teaching process into the construction process of knowledge and life, both for teachers and students.The way of curriculum leadership of vocational education should be professional, democratic and serving. The leaders of curriculum leadership of vocational education should not only one individual or one organization, but be diversification and have multi-administrative levels. The actions of curriculum leadership of vocational education include making the vision and strategy of curriculum, and establishing the team and culture of curriculum. To a large extent, curriculum leadership of vocational education is a kind of administrative acts, its process and result would be affected by all different administrative powers and decisions, but meanwhile, its quality and level also are influenced deeply by its professional attributes, which therefore should be strengthened.The main matters of curriculum leadership of vocational education include guiding the teams to study the curriculum problems of vocational education, clarifying the value of curriculum of vocational education, establishing the system of ’dual-client values’ to increase the status of value subject both for students and organizations. It also plans the curriculum development of vocational education by making sense of the curriculum objectives, optimizing the curriculum structures and enriching the curriculum resources. Finally, curriculum leadership of vocational education should negotiate the curriculum implement, through improving the curriculum negotiation abilities of vocational education teachers, promoting the communications of stakeholders, and ensuring the connections of classroom learning and job market.In response to the opportunities and challenges for human resource market, the vocational schools must be in the forward position for the job market, to achieve school-based curriculum leadership.更多还原