解读力。作为领导教育思想及其教育行为的校长，首先自己必须对教育、素质、

解读力。作为领导教育思想及其教育行为的校长，首先自己必须对教育、素质、课程、课程领导、课程资源、课程体系、课程开发、课程实施、课程创新等有最宽泛、最深刻、最长远、最高智的解读，只有这样，才能将这种思想与智慧、行为与力量凸显在对学生的领导、管理与感染上。

結果 (英文) 1:

Interpretation. As led education thought and education behavior of principal, first himself must on education, and quality, and courses, and courses led, and courses resources, and courses system, and courses development, and courses implementation, and courses innovation, has most broad, and most deep, and most long-term, and highest wisdom of interpretation, only such, to will this thought and wisdom, and behavior and power highlights in on students of led, and management and infection Shang.

結果 (英文) 2:

Interpretation of force. As the principal leader of educational thought and educational activities, first of all they have to education, quality, curriculum, curriculum leadership, curriculum resources, curriculum, curriculum development, curriculum implementation, curriculum innovation, which are the broadest, deepest and most long-term, the highest Interpretation of Chi, the only way to this kind of thinking and wisdom, and strength behavior highlights on student leadership, management and infection.

結果 (英文) 3:

Interpretation power. As a leader of educational thought behavior of the headmaster, he must first of quality, education, curriculum, curriculum leadership, curriculum resources, curriculum system, curriculum development, curriculum implementation, curriculum innovation has the broadest and most profound, long-term, the highest wisdom interpretation, only in this way can the thought and wisdom, the behavior and strength of the students in prominent leadership, management and infection.