中国电化教育

人工智能正在引领教育构筑前所未有的人类与智能机器协同并存的二元实践主体新生态。在重塑教育深层次变革的进程中，人机协同的双主体领导方式客观要求中小学校长领导力结构演变，他们不仅需要重新审视自己与机器的关系，更需要关注师生与机器的关系，进而引领整个组织教育生态的转变。在当前信息时代向智能时代转型的关键节点，探讨当代中小学校长领导力的新发展，实则是对人机协同智能教育新生态下中小学校长所应具备领导力的展望。该研究运用未来学研究方法，遵循通用预见过程框架开展研讨活动，采用质性编码分析所搜集的相关资料，构建了智能时代中小学校长领导力结构：成长型思维是智能时代中小学校长领导力发展的基础，智能技术认知力、数据决策力和智能教育伦理判断力是校长领导自己实现个人与智能机器有机协同的基础能力，数字化沟通力和赋权增能是校长领导师生与智能机器和谐共生的核心能力，智能教育前瞻力、敏捷行动力和新型组织建设力是校长领导组织构筑智能教育生态的关键能力。

Artificial intelligence is leading education to build an unprecedented binary practice ecology of human and intelligent machines coexisting. In the process of deep transformation of education, the objective requirement of the dual-subject leadership mode of man-machine collaboration requires the evolution of the leadership structure of primary and secondary school principals.They not only need to re-examine their relationship with machines, but also need to focus on the relationship between teachers and students and machines, and thus lead the transformation of the entire organizational education ecology. At this critical juncture of the transition from the information age to the intelligent age, exploring the new development of principals' leadership is a vision of the leadership required of principals in the new ecology of human-machine collaborative intelligent education. The study uses future research methods, follows the general foresight process framework to conduct discussions, and uses qualitative coding analysis to collect relevant data, constructing the leadership structure for primary and secondary school principals in the era of artificial intelligence. The study found that growth mindset is the foundation for the development of leadership in primary and secondary school principals in the era of artificial intelligence. Intelligence machine's cognitive ability, data decision-making ability, and intelligent education ethical judgment ability are the basic abilities for principals to achieve organic collaboration between themselves and intelligent machines. Digital communication ability and empowerment are the core abilities for principals to lead teachers and students to harmoniously coexist with intelligent machines. Intelligent education foresight ability, agile action ability, and new organizational construction ability are the key abilities for principals to construct intelligent education ecology in the organization.