國小校長課程領導之實踐課題

校長實施課程領導已倡導多年，但仍有若干基本課題和運作課題未完全釐清和討論。依據語詞分析，本文提出校長課程領導的立論觀點和實踐前提，另從本體論、價值論、認識論和方法論角度指出關鍵思考問題，談及課程領導定義和問題的判斷規準，又討論校長應有確定領導目標、選擇領導的哲學觀和結果取向、調和課程領導和課程管理、整合相關領導作為、決定領導內容、扮演差異化領導角色、選擇不同取向課程領導等策略作為。其次運作課題應聚焦於課程管理和課程發展，課程管理能推展五項策略，建立有利條件，而課程發展可考慮情境需求，發展出十一類課程。

關鍵字

校長；教育領導；課程；課程領導

並列摘要

Curriculum leadership for principal has been promoted several years in Taiwan, but some basic themes and operational themes haven't clarified completely and discussed entirely. According to word analysis, some theoretical perspectives and premises for practice concerned curriculum leadership for principals were proposed. Based upon ontology, axiology, epistemology, and methodology, a lot of key problems about curriculum leadership for principal were also discussed. Various criteria were proposed to check the definitions and problems about curriculum leadership for principal. Furthermore, many strategic behaviors on curriculum leadership which included confirming leadership goals, selecting philosophical views and orientations of outcome for leadership, harmonizing curriculum leadership and curriculum management, integrating related leadership behaviors, deciding leadership contents, playing differential leadership roles, and selecting different leading approaches were all proposed for principals. Besides in practical themes, principals ought to focus on both curriculum management and curriculum development. Five strategies can conduct in curriculum management to form beneficial conditions. In addition, principal may consider situational needs to development eleven types of curriculums for conducting curriculum development.