基于校长在学校治理中的重要作用，近年来校长专业发展研究方兴未艾。随着科学哲学、心灵哲学、社会学、科学知识社会学等跨学科视角的引入，发现已有研究多是基于客观主义知识观的视角，偏重宏大叙事式的思辨分析或侧重横向调查的量化研究，研究过程忽略校长成长的知识转化、语言实践、具体的情境和语境、共同体文化、意会规则和身体沉浸体验等过程性、生成性的要素，无法还原校长成长的真实样态，难以为校长专业发展提供更多的理论和实践价值。本研究结合专长获得研究和个人知识的视角，以识知、亲知、寓居、范例、信念等关键概念为哲学渊源，选取M校长和J校长两位优秀校长为研究个案，采用参与式观察法、半结构式访谈法和实物收集法进行资料收集，以类属和情境分析为资料分析方法，揭示校长专长获得过程中的知识转化、语言实践、具身认知、师徒制学习等获得方式，以及包含个人、社会、情境等诸多过程性、动态性、复杂性影响因素的交互作用，丰富和拓展校长专长获得的理论和实践内涵，为校长的专业化研究和现实指导提供参考，以期促进学校未来教育改革与发展。

研究发现：

1.校长专长获得的过程：

两位校长作为认知主体，专长获得的过程都是通过意会认知的动态结构实现的。从辅助觉知到焦点觉知的识知过程是最核心、最基本的认知结构，由内而外展开，从语言实践到群体文化的亲知过程，再到身体到心灵的寓居过程，最后从模仿到内化的寓居过程。具体而言：（1）识知：从辅助觉知到焦点觉知。校长通过能动领会、主动观察他人的眼神、表情、姿态和气质等外貌形象特征，从而做出对这个人的综合判断，包括其性格特点和做事风格，而这个过程既可能是有意识的也可能是无意识的。同时，辅助觉知也包含多种形式，除了外貌特征以外，对书籍、文章、名言的活学活用也是通过意义理解从而获得专长的方式。（2）亲知：从语言实践到融入群体文化。校长通过与专家、教师、家长、政府人员的交流，在正式与非正式场合中，领悟和感受共同体之间符号系统与话语意义，熟谙其中的意会规则和共同体文化，在潜移默化中实现情感共鸣、价值认同、知识和技能的把握，从而获得校长专长。（3）寓居：从身体到心灵。校长通过察言观色、肢体语言等身体感知、分析、判断事物，并以身体为媒介体悟和感受人和事物中暗含的种种符号和意义。在不同职业阶段的校长会发生情绪、实践和认知方面的转变，最终在职业的高级状态会形成有独立风格的校长专长。（4）范例：从模仿到内化。校长在不同时期都有过印象深刻的教师并作为学习的模范和榜样，他们通过创造性地模仿教师的上课风格、语调语态、教学方式，从而感受和领悟教学当中的模糊规则和教学机智，逐渐脱离模仿阶段，形成了独立的教学方式。

2.校长专长获得的影响因素：

信念是校长获得专长的最根本的影响因素。两位校长所表现出来的专长获得方式都蕴含着各自的信念和寄托，这其中有校长的职业精神、内在动机、教育理念、责任感等。这直接影响了校长对知识的理解、语言社会化和语境交涉、具身认知、师徒学习等感知人和事物的行为和思维方式，同时，主体之间的理解和共情也是校长专长获得的重要影响因素，这也源于他们人文主义的关怀精神，蕴藏着他们对“人”的看见和理解。

基于以上研究发现和结论，提出对策建议：注重培养校长的鉴别力和判断力等识知能力，关注书本知识中对文字符号的意会认知从而获得知识的运用转化；关注校长工作与生活中的语言实践，善于运用在多种场合、不同情境和语境中的语言交流方式；感知和剖析校长的身体沉浸，关注透过身体的体察和觉知从而获得知识和技能的过程；关注校长的共同体和师徒制学习，在观察、模仿和学习中提升自身的教学领导力；政府应加大校长培训力度，促进校长提升治理能力和专业化水平等。

Based on the important role of principals in school governance, research on the professional development of principals has been in the ascendant in recent years. With the introduction of interdisciplinary perspectives such as philosophy of science, philosophy of mind, sociology, and sociology of scientific knowledge, it is found that most of the existing research is based on the perspective of the objectivist view of knowledge, focusing on grand narrative-style speculative analysis or quantitative research focusing on horizontal investigation. The research process ignores the procedural and generative elements of the principal's growth, such as knowledge transformation, language practice, specific situations and contexts, community culture, rules of understanding, and physical immersion experience. The principal's professional development provides more theoretical and practical significance. This study combines the perspectives of research and personal knowledge gained by expertise, and takes key concepts such as knowledge, acquaintance, dwelling, and paradigm as philosophical origins. Two outstanding principals, President M and President J, are selected as research cases. The structured interview method and the physical collection method are used to collect data, and the categorization analysis and situational analysis are used as the data analysis methods to reveal the acquisition methods such as knowledge transformation, language practice, embodied cognition, and mentoring learning in the process of acquiring the principal's expertise, and It includes the interaction of many procedural, dynamic, and complex influencing factors such as individuals, societies, and situations, enriches and expands the theoretical and practical connotations of principals’ expertise, and provides references for principals’ professional research and practical guidance, with a view to promoting the future of the school. Education reform and development.

The study found:

1. The process of obtaining the principal's expertise:

As cognitive subjects, the two principals acquired their expertise through the dynamic structure of conscious cognition. The knowledge process from auxiliary awareness to focus awareness is the core and most basic cognitive structure. It starts from the inside out. The process of dwelling from imitation to internalization. Specifically: (1) Knowledge: From auxiliary awareness to focal awareness. The principal makes a comprehensive judgment on the person, including his personality characteristics and work style, by actively comprehending and actively observing other people's eyes, expressions, posture and temperament and other appearance and image characteristics, and this process may be conscious or possible. unconscious. At the same time, auxiliary awareness also includes various forms. In addition to physical characteristics, the living study and application of books, articles, and famous sayings are also ways to gain expertise through meaning understanding. (2) Pro-Knowledge: From language practice to integration into group culture. Through exchanges with experts, teachers, parents, and government personnel, in formal and informal situations, the principal comprehends and feels the meaning of the symbol system and discourse between the communities, is familiar with the rules of understanding and community culture, and achieves emotional resonance in a subtle way , value recognition, grasp of knowledge and skills, so as to obtain the principal's expertise. (3) Residence: from body to mind. The principal perceives, analyzes, and judges things through physical observation, body language, etc., and uses the body as a medium to comprehend and feel the various symbols and meanings implied in people and things. Emotional, practical, and cognitive shifts occur in principals at different career stages, and eventually an independent style of principal expertise is formed in the advanced state of the profession. (4) Paradigm: From imitation to internalization. Principals have impressed teachers in different periods and serve as models and role models for learning. By creatively imitating teachers' class style, tone of voice, and teaching methods, they can feel and comprehend the fuzzy rules and teaching wit in teaching. From the imitation stage, an independent teaching method has been formed.

2. Factors influencing the acquisition of the principal's expertise:

Belief is the most fundamental influencing factor for principals to acquire expertise. The ways of acquiring the expertise shown by the two principals all contain their own beliefs and sustenance, including the principal's professionalism, intrinsic motivation, educational philosophy, and sense of responsibility. This directly affects the principal's understanding of knowledge, language socialization and contextual negotiation, embodied cognition, teacher-student learning and other behaviors and ways of thinking about people and things. At the same time, the understanding and empathy between subjects is also the principal's specialty The important influencing factors of the acquisition, which also stems from their humanistic caring spirit, contains their vision and understanding of "human".

Based on the above research findings and conclusions, research suggestions are put forward: pay attention to cultivating the principal's cognitive abilities such as discrimination and judgment, pay attention to the conscious cognition of text symbols in book knowledge to obtain the application and transformation of knowledge; pay attention to the principal's work and life and the use of language communication methods in various occasions, situations and contexts; perceiving and analyzing the principal’s body immersion, paying attention to the process of acquiring knowledge and skills through body perception and awareness; paying attention to the principal’s Community and mentoring system learning, improve their own teaching leadership through observation, imitation and learning; the government should increase the training of principals, and promote principals to improve their governance ability and professional level.