摘要
在线教学作为线下教学的有益补充,是促进基础教育高质量发展的有效途径,能否合理并持续推进在线教学,有赖于校长的远见卓识。文章基于“认知—行为”视角形成影响校长在线教学持续意愿的分析框架,对17名中小学校长进行深度访谈,通过内容分析与定性比较分析,识别出促进校长在线教学持续意愿的四条路径,分别是理念先行型路径、文化浸润型路径、愿景牵引型路径、综合施策型路径,同时也发现了一条抑制持续意愿的路径,即权宜执行型路径。文章对每种路径结合典型案例进行详细刻画,进而提出提升校长在线教学持续意愿的建议,以期为在线教学的持续推进提供参考,并为校长教学领导力研究提供新思路。
Online teaching,as a beneficial supplement to offline teaching,is an effective way to promote high-quality basic education.Whether online teaching can be rationally and continuously promoted depends on the vision of the principal.Based on the"cognitive-behavioral"perspective,this study forms an analytical framework of influencing principals'continuous intention of online teaching,and conducts in-depth interviews with 17 school principals.Using content analysis and qualitative comparative analysis,this study identifies four paths which would promote principals'continuous intention of online teaching,namely,idea-first path,culture-infused path,vision-driven path and synthesized-measure path,and also finds a path that inhibits the continuous intention called the expedient implementation path.This study provides a detailed portrayal of each path combined with typical cases,and then proposes suggestions to enhance the principals'continuous intention of online teaching,in order to provide a reference for the continuous promotion of online teaching,and provide new ideas for the research of principals'instructional leadership.
作者
赵晓伟
王维昊
沈书生
ZHAO Xiaowei;WANG Weihao;SHEN Shusheng(College of Educational Science,Nanjing Normal University,Nanjing Jiangsu 210097)
出处
《电化教育研究》
CSSCI
北大核心
2022年第8期51-58,共8页
E-education Research
基金
全国教育科学“十三五”规划2019年度国家一般课题“适应性学习空间支持下的学习范式研究”(课题编号:BCA190081)
2021年南京师范大学优秀博士学位论文选题资助计划(课题编号:YXXT21-011)。
关键词
教学领导力
在线教学
领导行为
定性比较分析
Instructional Leadership
Online Teaching
Leadership Behavior
Qualitative Comparative Analysis
