新课程改革背景下，课程领导是一种新的课程管理理念，同时也是一种新的课程实践 范式。在幼儿园教育领域，课程领导是推进新时期园本课程建设，促进教师专业发展的现 实需求。本研究立足区域视角，以北京市 Y 区为例，依托该区“幼儿园课程领导力提升” 项目，选取该区学前教研室及若干幼儿园为研究对象，混合运用问卷调查、访谈、非参与 式观察、实物收集等多种研究方法，全面了解区级和园所两个层面实施幼儿园课程领导的 现状与过程，并反思其存在的困境。此外，为了进一步探究区域视角下幼儿园课程领导的 多种路径和多重关系，本研究基于四所案例园课程领导路径的对比分析，为区域幼儿园课 程领导提出了一套可供参考的耦合方案。最后，针对当前区域幼儿园课程领导存在的突出 问题提出建议。本研究的主体部分包括： 第一部分，区级层面幼儿园课程领导的实践描述与分析。以区级幼儿园课程领导组织 变革、区级幼儿园课程建设指导、区级幼儿园教师课程专业化服务和区级幼儿园课程资源 建设四个向度，描述并分析 Y 区区级层面实施幼儿园课程领导的具体过程。结果表明，Y 区在区级幼儿园课程领导过程中还存在区域幼儿园课程文化复杂，区域课程领导组织结构 松散，教科研力量不足和区域幼儿园课程资源匮乏的现实困境。 第二部分，园所层面课程领导的实践描述与分析。以课程专业技术领导、课程领导组 织结构与文化、教师课程专业化领导和课程资源整合领导四个维度，分析 Y 区幼儿园实施 课程领导的现状和过程。结果表明，缺少外部力量支持，业务领导缺乏相应的课程专业知 识和领导策略，教师专业素养不足、参与积极性不高和缺乏课程领导文化，是当前幼儿园 层面实施课程领导的主要困境表现，且不同类型园所的困境表现存在显著差异。 第三部分，区域视角下幼儿园课程领导的差异性与耦合性分析。对比分析四所案例园， 总结归纳出四种课程领导路径类型，在此基础上结合 Y 区区情和园情，设计出三种区域幼 儿园课程领导耦合模型：“辐合-辐散式”、“进阶式”和“交替式”。 第四部分，讨论与建议。针对当前区域幼儿园课程领导需要应对的问题提出四点建议： 夯实区域幼儿园课程领导制度基础，创建区域幼儿园课程领导共同体，建立健全园所课程 领导长效机制，完善区域幼儿园课程领导社会支持系统。

In the context of the new curriculum reform, curriculum leadership is a new curriculum management philosophy and a new curriculum practice paradigm. In the field of early childhood education, curriculum leadership is urgent to promote the construction of school-based curriculum and promote the professional development of teachers in the new era. Taking the Y District of Beijing as a case, relying on the project of Kindergarten’s Curriculum Leadership Enhancement in the district, this study is based on a district perspective, and the early childhood teaching and research section and several kindergartens in the district are selected as research objects. Through questionnaires, interviews, and non-participatory observations and case analysis, this study is aimed to comprehensively understand the status quo and process of kindergarten’s curriculum leadership at the two levels of district and kindergartens, and reflect its problems. In addition, in order to further explore the multiple paths and multiple relationships of kindergarten’s curriculum leadership under the district perspectives, this study provides a set of reference coupling schemes for district kindergarten’s curriculum leadership based on the comparative analysis of the four case kindergartens. Finally, suggestions are made for the outstanding problems of the current district kindergarten’s curriculum leadership. This study mainly includes four parts: The first part is the practice description and analysis of the kindergarten’s curriculum leadership at the district level. The district-level curriculum leadership organization reform, district-level curriculum construction guidance, district-level services of teachers’ professional development and district-level curriculum resource construction four dimensions are used to describe and analyze the specific process of implementing district-level curriculum leadership in the Y district. The results show that the district-level curriculum leadership still have the practical predicament that the district curriculum culture is complex, the organizational structure III is loose, the teaching and research strength is insufficient, and the curriculum resources are in lack.The second part is the practice description and analysis of the curriculum leadership at the kindergartens level. The current situation and process of the implementation of curriculum leadership in the Y district kindergartens are analyzed in four dimensions: curriculum professional technical leadership, curriculum leadership organizational structure and culture, teachers’ professional development leadership and curriculum resource integration leadership. The results show that lack of external support, business leaders lacking of curriculum expertise and leadership strategies, teachers' lack of professional qualities and low participation enthusiasm and lack of curriculum leadership culture are the main dilemmas of the implementation of curriculum leadership at the kindergartens level, and in different types of schools, there exits significant differences in the performance of the dilemma. The third part is the analysis of the difference and coupling of the kindergarten’s curriculum leadership under the district perspectives. Comparing and analyzing the four case kindergartens, this study sums up four types of curriculum leadership practice. Based on this and combined with the situation of the Y district and its kindergartens, the study designs three coupling models of district kindergarten’s curriculum leadership:the model of “Converging to Diverging”, the model of “Advancing”, and the model of “Alternating” . The fourth part is discussion and recommendations. Four suggestions for the problems that the current district kindergarten’s curriculum leadership need to deal with are: to consolidate the system foundation for district kindergarten’s curriculum leadership, to create a district kindergarten’s curriculum leadership community, to establish a sound long-term mechanism for the kindergarten-level curriculum leadership, and to improve the social support system for district kindergarten’s curriculum leadership.