出于对中国社会转型时期人的发展问题和我国人才培养体制及育人模式的深刻反思，我国教育改革特别是基础教育课程改革正在向纵深稳步推进，而在这一改革进程中校长课程领导正日益凸显为一个重大现实问题。本论文在已有相关研究的基础上，坚持马克思历史唯物主义方法论，在历史、理论、现实的三维空间中把握“中小学校长课程领导”这一重大命题，重点围绕校长课程领导的内涵与基本要素，校长主体形态与课程领导的关系，校长课程领导实践进展、类型与水平以及校长课程领导的实现机制等问题进行研究。首先，从中外、历史与现实的视野，对课程领导研究概况进行了全面的考察和梳理。在对大量文献归纳分析的基础上，本文揭示出国外课程领导研究从“工具”取向向“价值”取向发展的趋势；而我国的课程领导研究存在着泛概念化、较深的西方痕迹和学科上“瘸腿”现象等问题。尤其值得指出的是，目前中国的校长课程领导研究缺少一种“读懂学校、读懂校长”的立场，对中小学校长已经创造的课程领导经验以及归纳总结经验形成本土特色的课程领导理论观照不够。其次，通过对校长、课程、领导等基本概念的厘定，界定校长课程领导这一核心概念。校长课程领导是旨在促进每个学生有效发展，校长统领课程创造性实施和积极主动建设的行为。校长课程领导的核心是树立现代课程观。现代课程观的核心价值是实现每个学生的有效发展。校长要通过领导学校进行课程创造性实施、校本课程开发与建设、教师课程创生等，创造适合每个学生的教育，让每个学生获得最有效的发展。校长课程领导的行为特征表现为战略谋划、创新实践。作为课程领导的校长自身特质是主体性（自主性、主动性和创新性）。同时，就中国中小学校长主体形态及其与校长课程领导的关系进行了深入分析。处在中国社会转型和教育体制改革不断深化的背景下，校长面临着前所未有的生存和发展的压力，中小学校长形成了撞钟型、维稳型和变革型三种不同的类型群体。校长课程领导取向于变革型这类校长群体。变革型校长在构建现代“育人模式”实践中表现出更强的自主性、主动性和创新性。第三，根据校长课程领导理论框架，基于校长主体性（自主性、主动性和创新性）水平，同时观照外部条件，对中国校长课程领导实践进展进行考究，尝试性地对中国中小学校长课程领导的发展脉络进行阶段划分，提出校长课程领导的潜意识时期、意识时期、显意识时期，不同时期校长课程领导的基本特征、行为方式和形成机制不同。分析若干所学校校长课程领导典型案例，展示校长课程领导形态的丰富多样性，描述其行为特征，剖析其课程领导类型与水平。最后，对校长课程领导的实现机制作了比较深入的分析。本文认为，学校缺乏自主权、整个社会“升学文化”浓厚是校长课程领导的阻滞因素，进而主张：扩大学校办学自主权是实现校长课程领导的制度保证；解放校长课程领导创造力亟待营造“育人为本”的主导文化生态环境。同时，本文认为，校长行政权与专业权内在的协调统一，是实现校长课程领导的学校内部机制。

With profound reflection on the issues of human development, talent training system and education models in the period of social transformation in China, our education reform, especially basic education curriculum reform is advancing steadily, and the primary and secondary school principal curriculum leadership becomes a major practical problem in this reform process. Based on existing relevant research, this dissertation adheres to the Marxist historical materialism methodology, grasps the significant topic of the principal curriculum leadership in the three dimension of history, reality and theory, and conducts the study with focuses on the connotation and essential elements of the principal curriculum leadership, the relationship between the subject position of the principal and curriculum leadership, the practical progress, type and level of principal curriculum leadership, and the implementation mechanism of it.First of all, from the perspectives of history and reality of curriculum leadership, this dissertation conducts a comprehensive literature review on curriculum leadership research. On the basis of extensive literature review, this dissertation reveals that the development trend of abroad curriculum leadership study is from the “tools” approach to the “value” approach，but our curriculum leadership study still has some problems of pan-conceptualization, too much use of western theories, and lack of multiple discipline perspectives.Secondly, this dissertation defines the core concept of principal curriculum leadership on the bases of clarification of the basic concepts of school principals, curriculum and leadership. Principal curriculum leadership aims to promote the effective development of each student, and help the school principal guide creative curriculum implementation and construction actively. The core of principal curriculum leadership is to establish the ideas of modern curriculum, and the core value of modern curriculum is to let each student achieve effective development. In order to let each student get the most effective development, the principal should create suitable education for each student by leading creative curriculum implementation, development and construction of school-based curriculum, and teacher curriculum creation. The action characteristics of principal curriculum leadership are strategic planning and innovation practice. As curriculum leaders, the principals’ own characteristic is subjectivity, including autonomy, initiative and innovation. Meanwhile, this dissertation analyzes the subject position of school principal and its relationship with school principal curriculum leadership in our country, and on the base of which, claims that current principal curriculum leadership mainly reflects in transformational principals.Thirdly, according to the theoretical framework of principal curriculum leadership, based on the level of principal subjectivity (autonomy, initiative and innovation), taking into account of external conditions, this dissertation studies the Chinese practice of principal curriculum leadership, tentatively points out the development division stages of principal curriculum leadership as subconscious stage , conscious stage and obvious conscious stage，and studies a number of typical cases of principal curriculum leadership in several schools, with describing the rich diversity forms and behavioral characteristics of principal curriculum leadership, and analyzing the type and the level of principal curriculum leadership.Finally, this dissertation analyzes the realization mechanisms of principal curriculum leadership. It argues that the obstacles of the realization mechanisms lie in the lack of school autonomy and strong entrance examination-oriented culture of the whole society, and then advocates that for the realization of principal curriculum leadership，expansion of school autonomy is the system guarantee, and the liberation of principal curriculum leadership creativity needs urgently to establish the dominant student-education-oriented culture environment. Meanwhile, the dissertation argues that the unity of executive power and professional right of the principal forms the school internal mechanism to realize principal curriculum leadership.