新课程改革政策推行以来，教师的课程行动成为广泛关注的话题。将教师课程领导视为一种学校组织内的教师群体行为，本研究基于栖居制度主义和制度逻辑视角，采用质性研究中个案研究的方式，探究了江岸中学教师课程领导的运行方式及其体现的制度逻辑。

基于访谈法、观察法与实物收集法收集到的资料的分析，研究发现：江岸中学 “共享与变革”的学校组织文化与显性隐性交织的课程制度为教师课程领导行动提供意义来源。本研究的两位研究参与者分别在其所属的学科组中开展课程领导行动，在互动中推动教师群体的注意力聚焦于教师课程改革取向下的课堂形态变化与育人价值导向，在协商中推进意义共识的达成，努力推动教师课程实践与课程改革政策走向耦合状态。深究江岸中学教师课程领导体现的制度逻辑发现，专业逻辑与问责逻辑作为两种盛行的制度逻辑影响教师的课程实践：课程改革制度下专业逻辑的运作体现于群体层面的尊重知识取向与组织层面学生发展取向的行动准则；中考制度下的问责逻辑通过对师生的量化评价在群体层级运作，效率优先成为一种强有力的行动准则影响江岸中学日常课程的运行。作为课程领导者的金子和树木在两种逻辑的推拉之间形成经验整合并基于此开展课程领导活动，形成一种对教师课程变革行为的解释机制与保护学校组织在课程改革制度下常规运行的防御机制。

基于上述研究结论，本研究认为推动教师课程领导需要各级组织完善制度设计，增强制度供给；创新教师评价体系，鼓励个性发展；拓宽主体对话空间，达成价值共识。出于研究者的多元身份、理论分析力度的不足和个案所处地区的特殊性，本研究还有不足，有待后续研究者改进与补充。

Since the implementation of the new curriculum reform policy, teachers' curriculum actions have become a topic of widespread concern. Teachers' curriculum leadership is an important part of school curriculum reform, which is related to the possibility of teacher group reform. Taking teacher curriculum leadership as a kind of teacher group behavior within the school organization, this research, based on the perspective of inhabited institutionalism and institutional logics perspectives, adopts the method of case study in qualitative research to explain the operation of teacher curriculum leadership in Jiang'an Middle School. methods and the institutional logic it embodies.

Based on the analysis of the data collected by the interview, observation method collection of artificial facts, the study found that：the "sharing and transformation" organizational culture and the curriculum institutions in Jiang'an Middle School provide a source of meaning for teachers' curriculum leadership actions. Two core participants in this research carried out curriculum leadership actions in their respective subject groups. In the interaction among teaches, they try to promote the attention of the teachers to focus on the changes of classroom configeration and the value of education under curriculum reform policy. During the negotiation process, they aim at achieving a consensus on meaning, and strive to drive teachers' curriculum practice and curriculum reform policy towards a coupling state. In-depth study of the institutional logic embodied by teachers' curriculum leadership in Jiang'an Middle School found that Professional Logic and Accountability Logic, as two prevailing institutional logics, affect teachers' curriculum practice: the operation of professional logic from curriculum reform policy is reflected in the respect of knowledge at the group level and manifested in the focus on development of students at the organizational level. At the same time, the accountability logic from Senior High School Entrance Exam operates at the group level through the quantitative evaluation of teachers and students, and the priority of efficiency has also become a powerful action criterion that affects the operation of the daily curriculum operation of Jiang'an Middle School. As curriculum leaders, Jin Zi and Shu Mu form an experience integration between the two logical pushes and pulls, and carry out curriculum leadership activities based on this, forming an explanation mechanism for teachers' curriculum reform behavior and protecting the school organization's routine operation as a defense mechanism.

Based on the above research conclusions, this research believes that promoting teachers' curriculum leadership requires organizations at all levels make the following changes: improve the design of institutions and enhance institutional supply; innovate teacher evaluation systems to encourage individual development; widen the space for subject dialogue and reach a consensus on values. Due to the diverse identities of researchers, the lack of theoretical analysis, and the particularity of the region where the case is located, this study still has shortcomings, which need to be improved and supplemented by subsequent researchers.