美国中小学生领导力培养的学科渗透模式American schoolchildren leadership development disciplines penetration mode

Modern leadership is not traditionally thought of power and domination, but the followers follow the leader to guide the process of shared values ​​and motivation to action. Based on this understanding, schoolchildren Leadership is also a leading socially accepted in accordance with the values ​​of others to improve the process of social behavior. For the students, the leadership, is a comprehensive quality and ability, not only innovation ability, communication skills, ability to cooperate, practical ability, social adaptation, including a positive attitude towards life, active learning, service awareness initiative to help others and social responsibility and so on. Only with these comprehensive quality and ability of the students before they have the leadership to lead yourself and others together to improve themselves, the team and the community. The overall quality of leadership and the ability to schoolchildren included, and our "Long-term Education Reform and Development Plan (2010-2020)," the general strategy of "national service and strive to improve student services social responsibility of the people, the courage to explore innovative spirit and practical ability are good at solving problems, "the national education and training goals. Leadership training schoolchildren are times of change in today's middle school students a quality education in the new requirements, new content.

现代领导力不是我国传统上认为的权力和统治，而是领导者引导追随者依照共有价值观和动机去行动的过程。基于这一认识，中小学生领导力也是一种引领他人按照社会公认的价值观去改善社会的行为过程。对于中小学生而言，领导力，是一种综合素质与能力，不仅包括创新能力、沟通能力、合作能力、实践能力、社会适应能力，也包括积极人生态度、主动学习、主动帮助他人的服务意识和社会责任感等。

Leadership training primary object is not limited to certain positions as student leaders, but also ordinary students. From the student leadership role in promoting personal growth and development, the training and to enhance students' leadership is a process to promote the comprehensive development of young students in the physical and mental qualities. Leadership research shows that leadership development should start from young age, because the decision of leadership many features, such as communication, coordination, creative thinking and other needs in the early stages of the development of life began to cultivate it more effective. [1] ignore early teen leadership training, for a person in terms of life-long leadership development, apparently also inefficient.

中小学生领导力的培养对象不限于担任一定职务的学生干部，还包括普通学生。从领导力对学生个人成长与发展的促进作用来看，培养和提升学生领导力，是一种促进青少年学生身心素质全面发展的过程。领导学研究表明，领导力培养应该从青少年时代就开始，因为决定领导力的很多特征，如沟通能力、协调能力、创造性思维等需要在人生发展的早期阶段开始培养才更有效。[1]忽略青少年早期的领导力培养，对于一个人终身的领导力发展而言，显然也是低效的。#p#分页标题#e#

Leadership schoolchildren different leadership and managers, schoolchildren leadership rooted in services exist in the collective participation process. [2] leadership needs students through a variety of activities, projects, programs, practice, feedback, evaluation manner. There are many practical ways to develop students leadership. For example, the school's extracurricular activities as a carrier providing leadership training students on the big stage; [3] With school mentoring for students to have the opportunity to carry out activities under the guidance of eminent persons of school to help students gain experience in the future leaders of society; [4] and the like.

美国的一些中小学教师在领导学专家的指导之下，探索出一种学生领导力培养的学科渗透模式，将学生领导力教育的内容渗透到中小学各门基础学科的课程之中，通过各门学科课程的教学化整为零地实施学生领导力的教育。这种课程模式，便于将领导学的相关知识融入学生的各学科学习活动之中，使学生在学习学科知识的过程中也获得领导力的相应知识、技能和态度。

Some U.S. school teachers under the guidance of leading experts, and explore a student leadership development disciplines penetration mode, the contents of the student-led forces penetrated into primary and secondary education in the basic sciences among the various courses, through the Teaching discipline courses piecemeal implementation of student leadership education. This curriculum model, to facilitate the integration of knowledge Leadership student learning activities among the various disciplines, so that students in the learning process is also subject knowledge to get the appropriate leadership knowledge, skills and attitudes. This form can not only promote student hands-on ability, the ability to creatively solve problems and enhance the sense of social responsibility, but also helps to promote and enhance teachers' self-learning, promote teaching methods of teachers from teacher-centered to the existing curriculum system student-centered structural change, it is worth our schools learn.

 

An American schoolchildren leadership development disciplines penetration mode

一、美国中小学生领导力培养的学科渗透模式

American school leaders realize that there are a lot of crises in the world today because of the lack of effective leadership and lead, so should have the foresight, through effective leadership to prevent crises, actively and effectively cope with various crises. And in today's primary because the deeply negative impact of new media, the lack of positive, positive win-win cooperation boot. To this end, the United States schools administrators and teachers believe that it is necessary to introduce the leadership of learning content in their daily teaching activities in schools to help students understand the importance and necessity of effective leadership, learn to present and future life become effective leaders and socially beneficial and qualified citizens.#p#分页标题#e#

 

Some primary and secondary school teachers in the teaching curriculum subjects a variety of activities designed to give students the manufacture of various challenges to help students meet the challenges of the process to realize that what is positive leadership style, leadership characteristics and leadership behavior. Teachers in the design of these activities take full account of how the curriculum and students age-appropriate, how they teach courses with integration issues.

The leadership learning into all disciplines courses designed for students age characteristics of the student leadership program, its greatest feature is the level of development in the different grades of primary school teachers taught different courses in different disciplines based instructional design differently . The following introduction to the theme, "Why do we need leadership," for example, describes how American teachers in primary and secondary schools designed to meet the student's age characteristics of leadership development programs and activities in the classroom teaching different subjects in different grades.

 

(A) primary language lessons in leadership teaching cases - "leadership courage."

 

American elementary school textbooks in the language, the language teachers will select a suitable story for teaching cases, such as the specific story of a lesson in language textbooks, students' critical thinking, cooperative learning, based on the analysis of moral reasoning ability and other leadership qualities and ability.

 

Specific teaching process is: First, let's consider the quality of the students to define their leadership is important, such as honesty, fairness, helping others, courage and so on. Then, the students in small groups to discuss the story in this lesson which roles they consider the performance of these important leadership characteristics, and explain why. Then, continue to read the lesson story, panel discussions and explore the story of these characters is how to deal with ethical dilemmas they encounter choice to explore a "one can not expect a leader," is how the last crisis situations produced. Finally, to explore an active leader is how to change the world. Teachers guide students to reflect on the story.

 

Mother-tongue teaching in the United States, a large number of teaching materials is a social and cultural development are directly related; portion of private school choice directly biographies, novels as textbooks, study carried out for up to six weeks of the project; rich social events which , complex plot, containing the American spirit, which will contribute to the students' perception of leadership contains connotations.

 

(B) the junior high school history lesson in leadership teaching cases - "How to change the world leader"#p#分页标题#e#

In junior high school history class, identify leaders in the history of the world how to change the relevant content for students to read, share and discuss, to develop students' critical thinking, communication, leadership qualities and capabilities based on the analysis of moral reasoning. The authors site visit schools in the United States found that U.S. high school courses require students to skillfully memory, understanding, American presidents described the impact of American society, social studies classroom are posted almost all the U.S. president's picture and related Introduction. Moreover, in high school history class in the United States attaches great importance to the use of historical data and learning, often using a typical inquiry learning mode, under the guidance of teachers and students through its own investigations to study history, including the exploration history of the original appearance and master certain historical research methods. [6] The teaching requirements, teaching environment design and use inquiry-based learning methods, both for the students perception, understanding leadership, providing important knowledge, environment and methodological basis.   http://www.ukthesis.org/dissertation_writing/Education/

 

For example, ask students to Washington and Napoleon comparative study, comparative study of their differences in leadership goals, leadership style, leadership strategies, leadership results. Studies have shown that recognition of constitutional politics in Washington, and maintain representative government, opposition to the abuse of power. Napoleon wanted the freedom and equality of citizens, but it is hard to resist the temptation of power. Students can analyze their own comparison, and assuming that the historical change of leader would become what. American and French research and analysis framework of modern history, and analyzes the impact of these leaders to follow the leader.

 

Also, you can use the analytical framework of transformational leadership and transactional leadership, and to analyze these leaders. Specific analysis steps are as follows: (1) allow students to think about the most effective leadership leads to positive social and political change which features; (2) the relatively historic leader and famous contemporary leader, looking them succeed Leading positive change common characteristics; (3) to Washington and Napoleon, for example, ask students if they are not successful in leading change political leaders, why is successful leaders, how they are effectively creating a new political principles and this process is how to use the power; (4) to allow students to learn Burns "leader of" an introduction to the book, learning transformational leadership and transactional leadership similarities and differences, and to define the above scenario leader what kind of leadership style; (5) analysis of the type of leadership in Washington and Napoleon's leadership style and the current leaders, and their specific case analysis; (6) allow students to current political leaders (such as Obama) as an example, His leadership behaviors and leadership strategies, see the current leaders are transformational leader or transactional leader. In the process of analysis and explanation provided in specific cases these leaders, and pay attention to the analysis of personal background of these leaders, the relationship between personality traits and leadership between features.#p#分页标题#e#

 

Through this learning courses allow students to understand a truly transformational leader, a person can actively lead and contribute to meaningful institutional and social change. These activities encourage students to think about what type of leadership, think about how these leaders to contribute to society with a long-term historical impact.