我国中小学学校组织的科层取向和行政化运作机制具有历史合理性,但在社会转型的背景下,学校发展需要形成自我意识,需要突出对教师的自我主动发展的尊重,组织结构的调整、相关部门职能的转变和自上而下的赋权成为组织变革的核心内容,而教师成为自我发展的策划者和承担者,通过研究性变革实践实现自我更新。 However, under the background of social transformation, the development of schools needs to form self-awareness, which needs to highlight the respect for teachers’ self-initiative development, the adjustment of organizational structure, The transformation of the functions of relevant departments and top-down empowerment become the core of organizational change, and teachers become the planners and undertakers of self-development, and realize self-renewal through research-based change practice.