数字化转型背景下英语教师课程领导力现状调查与提升路径研究

A Study on the Current Status and Pathways for Enhancing English Teachers’ Curriculum Leadership in the Context of Digital Transformation

摘要: 教育数字化转型推动了课程形态、教学方式与教师角色的深刻变革，也对英语教师课程领导力提出了新的要求。基于数字化转型背景下教师课程领导力内涵的重新审视，本研究构建了课程领导认知、课程领导认同和课程领导实践三个分析维度，采用问卷调查法，对80名一线英语教师的课程领导力现状进行了实证分析。结果表明：(1) 教师课程领导力呈现“认知领先、认同居中、实践滞后”的结构性特征，实践维度得分最低且个体差异最大；(2) 三维度间均显著正相关，认知与认同相关性最强，认知、认同向实践的传导效力较弱；(3) 教龄对实践维度影响显著，10年以上教龄教师实践得分显著高于5年以下教师，任教学段则无显著影响；(4) 教师课程领导力的提升需教师个体、学校组织、政策制度三方协同，重点强化数字素养、完善支持环境、健全分层培训评价机制。本研究拓展了教师课程领导力的分析框架，为英语教师专业发展提供实证参考。

Abstract: The digital transformation of education has driven profound changes in curriculum formats, teaching methods, and the roles of teachers, and has also placed new demands on English teachers’ curriculum leadership. Based on a re-examination of the connotations of teachers’ curriculum leadership in the context of digital transformation, this study constructed three analytical dimensions—curriculum leadership cognition, curriculum leadership identification, and curriculum leadership practice—and employed a questionnaire survey method to conduct an empirical analysis of the current state of curriculum leadership among 80 frontline English teachers. The results indicate that: (1) Teachers’ curriculum leadership exhibits a structural pattern characterized by “cognitive leadership leading, identity in the middle, and practice lagging behind” with the practice dimension scoring the lowest and showing the greatest individual variation; (2) There are significant positive correlations among all three dimensions, with the strongest correlation between cognition and identity; however, the effectiveness of cognition and identity in influencing practice is relatively weak; (3) Teaching experience significantly influences the practice dimension; teachers with 10 or more years of experience scored significantly higher on the practice dimension than those with less than 5 years of experience, while the grade level taught had no significant effect; (4) Enhancing teachers’ curriculum leadership requires collaboration among individual teachers, school organizations, and policy institutions, with a focus on strengthening digital literacy, improving the support environment, and establishing a tiered training and evaluation mechanism. This study expands the analytical framework for teachers’ curriculum leadership and provides an empirical reference for the professional development of English teachers.