Reality-idealized Construction: The Research Of Government-leading School Change

School is one of the centers of the society for facing expectations and requests from all classes, and it should be changed and developed unceasingly. School change is frequently carried on under the government's leadership and impetus, therefore, the government is the important propelling force for school change. The government as the system transformation supplier establishes the goal, the procedure and even the criterion of the school change and uses kinds of resources that it owns to impel the school reform. In the ancient time of China officials as teachers represented that the government took care of everything of schools directly and dominated school change. In the 19th century the compulsory education system carried out in the western world represented the beginning of the state intervention in the domain of education. In 1980s and 1990s, the government leading school transformation became more and more obvious and frequent. The government leads and intervenes school change in order to achieve the anticipated goal, but this kind of school change has not achieved people's anticipation, furthermore it has received storms of accusations and rebukes. The frequent government leading school change with bad results put the schools and the government into the dilemma, therefore, it is in great need for us to observe, consider and study the model of government leading school transformation.The dissertation is composed of seven parts, which includes the introduction, the literature summarization, the investigation and statistics of the condition of government leading in school change, the logical premise of the government leading school transformation ,the process and characteristics, the obstacles analysis as well as the difficulties surmounting of the government leading school reform. The dissertation mainly carries on the analysis and discussion in the following aspects on the basis of investigation statistics and case analysis.First, this dissertation analyzes the necessity and possibility of the government leading school change. This is the logical premise of the government leading school change study. The government can lead and intervene the school in the procedure of its transformation because it has the necessity and possibility .That the government conducts this type of reform not only lies in that it should guarantee the huge exterior effects of the school change, but it should avoid the market bear effects as well as overcome the limitation of the school independent transformation. At the same time, because the statutory power and the rich resources which the government owns enable its leadership to have the possibility, and the school will identify and comply with the government to some degree for its survival in China with the characteristic unit system.Second, this dissertation abstracts and summarizes the operation process and the characteristics of the government leading school change. Based on two cases analysis, this dissertation outlines the four stages of the government leading school change operation process. From the operation process, we can refine the government leading school transformation characteristics: (1) It establishes on the rational supposition foundation, so long as the government appears that the reform plan is rational, and the rational reform plan may be executed and the implemented rationally. (2)The goal and content of the government leading school change are frequently related to the social problems, to conduct the transformation is in order to cater to the social demands of education which proposed with schools to realize the social public's pledge and responsibility of the government as the public service organization. The government usually adopts manageable reform plans and the measures. (3)The change is from the top downward .The government conducts the school transformation in a wide range promptly by its authority and compulsion. Fourth, change tools that primarily include government documents learning, leaders address for mobilization and public propaganda etc. have the characteristics of compulsion and directness.Third, this dissertation analyzes the deep core reasons of the dilemma of the implementation of the school change reflected by the investigation and cases .The author believes that there are varied reasons which have pushed the government leading school transformation into the corner. Some of the reasons come from the government and others are from schools themselves, mainly the reasons includes the following seven aspects: change goal is unclear, change plan is with limited rationality, change parts are vacancy, change process is with conflicts, change surveillance is of asthenia as well as change itself is weary ,and so forth.Finally, this dissertation proposes the countermeasures to surmount the dilemma of the government leading school change to consummate this change type and exert its own function. To overcome the difficulties of the low efficiency of the government leading school reform, the author attempts to propose the following improvement strategy: (1) We should set up the view of school change of complexity. School change should be regarded as a complex transformation process instead of a school change event. (2) We should understand correctly the government leading and localize government leading position. The best government is a government of appropriate governing. (3) It is needed to establish the mutual recognition between government and the school to enhance change motivity. (4) We should perfect school reform institutional framework including external reform system as well as the necessary intrinsic system. (5) We should utilize suitable transformation strategy, control the change process and promote school change implementing ability.(6) It is necessary to improve the capability and rationality of the education administrators as the change agents to lead the school change successfully.