开学在即，校长们又开始为新学期忙碌。但从哪里忙起，忙些什么，却是一门大学问。在此，本刊选登了一些校长有关课程领导力和课改的思考与做法，以飨读者。

Opening soon，The principals and began to busy for the new term。But where the busy，What busy，It is a foreign university asked。In this，The headmaster interiors, some relevant curriculum leadership and class changes of the thinking and practice，To readers。

柳袁照 Willow YuanZhao

　　在日常的教育教学中，校长与教师更多的应是一种同伴关系。校长可根据自己的学科背景，在教改、课改中主动“下水”，如“下水”上课、“下水”评课、“下水”研课，“下水”开设校本课程、“下水”开发校本教材，坚持与教师在教学、学术、科研上相平等，共同进步。

In the daily education teaching，The headmaster and teachers more should be a kind of peer relationship。The headmaster according to their own discipline background，In the educational reform、Class changes in active“launching”，if“launching”class、“launching”established、“launching”Research lesson，“launching”Open school-based curriculum、“launching”Developing school-based teaching materials，Adhere to and teachers in the teaching、academic、Research photogenic equality，Common progress。

　　教育发展到今天，内涵发展是学校发展的主要方向。在学校建设、外部条件改善以后，校长的工作重点在哪里？我一直认为校长与学校的关系有三种：一是领导学校；二是管理学校；三是经营学校。这三者，无所谓境界高下，每一个学校有其不同的文化背景、发展特点；每一个校长也有他自身的个性特征和教育理念，采取何种方式来开展工作，自有其道理。尽管如是，当前校长的学科领导力和课程领导力，却是不容回避、忽视与轻视的。泛泛地提倡理念，或者泛泛地管理，都是不得要领的。

Education development today，Connotation development is the main direction of development of the school。In the school construction、External conditions improved，The principal focus in where？I always think that the principal and the relationship between the school there are three：One is the leading school；The second is the school management；The third is business school。These three，Doesn't matter against state，Each school has its different cultural background、Development characteristics；Every President also has his own personality and education concept，What way to work，Has its reason。Although so，The current principal subject leadership and curriculum leadership，Is inevitable、Neglect and contempt。General to advocate concept，Or general management，Is pointless。

　　提升校长的学科领导力和课程领导力，首先要有学科建设和课程建设理想。学校发展目标，要包含学科发展与课程发展目标。对一些品牌学校来说，有着悠久的历史，在梳理历史的时候，学校学科发展的历史和课程发展的历史，应占有最重要的位置。面向未来，实现自己的学科与课程理想，要从优秀的传统中汲取养料，校长在此要下大功夫，忽视传统和历史，是走不远的。

Improve the principal subject leadership and curriculum leadership，The first to have the discipline construction and course construction of ideal。The school's development goal，To include the subject development and curriculum development goals。For some brands for school，Has a long history，In carding history，The development of the discipline of school history and the history of curriculum development，Should make up the most important position。The future，To achieve their discipline and curriculum ideal，To learn from the excellent traditional food，The headmaster in this to kung fu，Ignore tradition and history，Is very far。

　　注重学科研究，不能走窄化和异化之路。高中学校，如果仅仅去研究高考，是远远不够的。即便是研究高考，仅仅研究如何获取高分，也是不够的。我们要研究高考的高分，更要研究获取高分的过程。这个过程是否道德？是否美妙？是否可持续？

Pay attention to discipline research，Can't walk narrowing and alienation road。High school，If only to study the university entrance exam，Is far from enough。Even if is the study of the university entrance exam，Only research how to get high scores，Is not enough。We should research the university entrance exam score，More to study for the process of high scores。This process is moral？Is wonderful？Whether sustainable？

　　学科发展是与教师的专业发展紧密相联系的。对教师仅仅强调教学认真是不够的，那只是基本素质层面的要求，是最起码的底线。仅仅把做课本练习题和高考题作为提升学科能力的重要途径，那更是不够的。教师的专业发展过程，就是教师的生命成长过程，要把他们放到更高更宽的背景中去发展。如果仅仅把教学认真和提高做题能力作为教师的发展方向和目标，可能会令学科研究停滞不前甚至会走入误区。就如古人所说的：取乎其上，得乎其中；取乎其中，得乎其下；取乎其下，则无所得矣。这样的方向与目标，也不能准确、真实地反映我们教师的岗位追求、职业追求、专业追求乃至事业追求。我们学校正在践行诗性教育，与此相应，我校的语文学科也正致力于诗性课堂的构建。基于语文教学的终极目标是要提高学生的语文素养这一认识，我们一直努力在语文审美性上下功夫，并重点在语文教学的阅读与写作这两个领域作研究。教师的专业发展与学科建设密切相关，而校长的学科建设领导力，是推动教师专业成长的动力。

Discipline development is and teacher's professional development closely linked。To teacher merely emphasizes the teaching seriously is not enough，That is just basic quality level requirements，At the very least is the bottom line。Only do textbook exercises and the university entrance exam questions as an important way to improve the ability of discipline，That is not enough。Teachers' professional development process，Is a teacher's life growth process，To put them on a higher and more wide background to develop。If only the teaching seriously and improve do question ability as teacher's development direction and goals，May make discipline research stagnant or even into error。Like the ancients said：Take on its，Have on the；Take on the，Have under the；Under which take on，, no income is。Such direction and goals，Cannot accurately、A true reflection of our teacher's post pursuit、Vocational pursuit、Professional career pursuit and pursuit。Our school is the practice of poetic education，Corresponding to this，Our Chinese subject is also devoted to the construction of poetic class。Based on the ultimate goal of language teaching is to improve the students' Chinese accomplishment this understanding，We have been working in the Chinese aesthetic fluctuation kongfu，And the key in the study of language teaching reading and writing the two field research。Teachers' professional development is closely related with the discipline construction，The principal's leadership subject construction，Is to promote teachers' professional growth of power。

　　课程领导力，应是校长领导力中最核心的能力。人才培养目标的实现，需要相应的课程体系作支撑和保障。国家课程只提供了基本课程，需要有校本课程来丰富它。纵观世界名校，都有自己校本课程体系，以此呈现各自的办学特色。如英国伊顿公学，学校要求每一个学生除完成国家课程之外，还要选修校本课程，国家课程与校本课程各占半壁江山。正是通过对校本课程的学习，伊顿的学生具备了比其他一般学校学生更优异的能力与素质。近年来，我们学校也一直在努力构建人文与科学两大校本课程体系，并相应编写与出版了三十多种校本教材，但还仅仅只是起步。

Curriculum leadership，The principal leadership should be the most core capabilities。With the realization of brain train objective，Need the corresponding curriculum system for support and guarantee。National curriculum provides only basic course，Need a school-based curriculum to enrich it。Famous throughout the world，Have their own school-based curriculum system，To present their school-running features。Such as Britain eton，Schools require each student in addition to complete outside national curriculum，Going to take school-based curriculum，National curriculum and school-based curriculum of the deodorants。It is through learning of school-based curriculum，Eton students have than other general school students more excellent ability and quality。In recent years，Our school also has been trying to construct humanistic and scientific two big school-based curriculum system，And the corresponding written and published more than 30 kinds of school-based teaching materials，But also just started。

　　学科与课程引领是一个学校发展的关键因素，也是校长的职责所在。如何提高校长的学科领导力与课程领导力，需要有一个政策上、舆论上、工作上的导向。但在具体的实施中，管理学校与管理企业是不一样的，企业的行政管理、行政手段，有其成效性，但也有许多局限性。在日常的教育教学中，校长与教师更多的应是一种同伴关系。校长可根据自己的学科背景，在教改、课改中主动“下水”，如“下水”上课、“下水”评课、“下水”研课，“下水”开设校本课程、“下水”开发校本教材，坚持与教师在教学、学术、科研上相平等，共同进步。

Discipline and curriculum lead is a key factor in the development of the school，Is also the responsibility of the President。How to improve the principal subject leadership and curriculum leadership，Need to have a policy、Opinion on、Work guide。But in concrete implementation，Management school and management enterprise is not the same，Enterprise's administrative management、Administrative means，Has its effect sex，But there are also many limitations。In the daily education teaching，The headmaster and teachers more should be a kind of peer relationship。The headmaster according to their own discipline background，In the educational reform、Class changes in active“launching”，if“launching”class、“launching”established、“launching”Research lesson，“launching”Open school-based curriculum、“launching”Developing school-based teaching materials，Adhere to and teachers in the teaching、academic、Research photogenic equality，Common progress。

　　学校教育发展到今天，更要有文化自觉的思想和态度：各美其美与美人之美。每一所学校都有自己的优势和弱势，相互借鉴学习，比关门封闭，拒人千里之外要有成效得多。目前，有不少学校已经发展到一定阶段，如同进入高原，高原上不再是孤峰耸立，而是呈现了群峰并起、峰峦叠嶂的壮观景象。在学科建设、课程开发上，学校之间的联合体也应该到了呼之欲出的时候了。学校之间如果再不联合起来，只凭各自单打独斗，优质资源得不到有效利用，学校的个体优势也会渐渐丧失。

School education development today，More should have cultural consciousness thoughts and attitudes：The beautiful its beauty and beauty beauty。Each school has its own strengths and weaknesses，Mutual reference learning，Than close the door closed，Keep away to have much effect。At present，There are many schools have developed to a certain stage，As into the plateau，Plateau is no longer butte stands，But the present peaks and up、The fluviatile spectacle。In discipline construction、Curriculum development，The association between schools should also be vividly portrayed in time。Between school if don't unite，Only by their respective contribution，High quality resources can not get effective utilization，The school individual advantage also will lose。

　　最近，苏州市语文学科名师共同体成员苏州中学、苏州十中、苏州一中的语文特级教师，带着各自的徒弟，在十中进行了一次同题异构的开课活动，课题是曹禺先生的戏剧《雷雨》。徒弟上课、师傅评课，这就是一种很好的学科研究氛围。不但展示了不同学校在学科研究上的水平，而且学校与学校之间在教学上也得到了交流、借鉴和促进。要知道，学科的学校个体成就与区域成就之间本来就有着水涨船高的关系。

recently，Suzhou the language discipline teacher community members suzhou middle school、Suzhou ShiZhong、Suzhou the Chinese super teacher，With their disciples，In ShiZhong had a problem with heterogeneous class activities，Mr. Li is a question of the drama《thunderstorm》。Disciple class、Teacher is established，This is a kind of very good discipline research atmosphere。Not only show the different schools in the subject research level，And the school and between schools in the teaching the also got communication、Reference and promote。Want to know，Discipline school individual achievements and area between achievement already has a rising tide lifts all boats relationship。

　　(来源:中国教育报)

(Source: China education report)