| 《宁波大学学报（教育科学版）》20 |
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| 引用本文： | 鲍东明.《宁波大学学报（教育科学版）》20[J].宁波大学学报(教育科学版),2022,0(6):129-132. |
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| 作者姓名： | 鲍东明 |
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| 作者单位： | ● 圆桌论坛
“四新”建设:理论探索与实践路径 (1.1) |
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| 摘 要： | 目前在教育实践中对教学领导力的认识还存在理念不清、内涵不明的情况。通过对以美、英为主的国外教学领导力研究文献梳理，从教学领导力内涵建构与演进角度深入认识其内在机理，厘清其将目标从单一的校长个体中解放开来，逐渐关注到不同层级领导者在教学领导力中的聚合作用，强调教学领导力的监督功能和教学领导力中不同因素、人员之间交互作用的聚合价值。基于对教学领导力内涵和概念框架的理解，梳理其对校长发展与教师、学生、课程改革实践建构的价值，提出教学领导力的实施与发展取向，有助于人们全面客观地看待教育的发展和实践方向，助力于中国的教育教学变革。
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| 关 键 词： | - |
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| -.-[J].Journal of Ningbo University(Educational Science Edition),2022,0(6):129-132. |
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| Authors: | - |
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| Abstract: | The central argument of John Dewey’s educational teleology is that the objective of education lies in itself with no purpose outside the educational process. This teleology can be existent or nonexistent, true or false, and latent or manifest, which presents endogeneity and objectivity, flexibility and unity, and continuity and predictability. The establishment of educational aims requires that the experience of the educated cannot be ignored in both parties ’ cooperat ion while the individual talent being valued. The great influence of Dewey’s educational teleology was widely affirmed in b oth Chinese and American educational circles. However, American scholars highlighted its defects such as indulging students ’ will, weakening teachers ’ role and despising book knowledge. Whereas, Chinese scholars directly discuss the idea of “education without purpose” and question the authenticity of democratic social efficiency contained in Dewey ’s educational purpose. This study, thus, argues that educators , when establishing educational purposes, should consider not only national and educational development, but also original intention of education . Dewey’s educational teleology include suggests that it is critical for the educated to explore their potentials, possibilit ies, existing experience and needs, to cultivate their interest and ability in learning. |
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| Keywords: | - |
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