The Action Research On Advancing Development Of School Characteristics In District Level

Characteristic development of primary and secondary school is regarded as one of most important topics in China Education Reform and Development Program(1993).There are a great number of research achievements for this topic,while some problems are still in this research area.Such as biased theoretical recognition,simple thinking manner and utilitarian research target.Xiamen city Siming district is taken as a case in this research.Practice and theory on characteristic development in certain area are discussed by action research method.Author has dual identities in field research,which are actor and guider.In order to drive inner power from primary and secondary school,research’s thought and action’s direction are adjusted gradually.Theoretical recognition of school’s characteristic development is generated in the research.Based on testing standard,data is collected before and after action research.Research achievement and result are analyzed both by qualitative research and quantitate research.Twelve schools are selected as research object in action research,which are with different school characters and in different levels.In the process of research,a model is formed called UGRS.Four center institutions in this model are following,which are university,government,research institution and school.Different institutions play different roles in this model.At the same time,teachers’ action research community is regarded as guarantee for this model.Through action research some conclusions are found,integral understanding,structural model and nature of schools’ character development are concerned.Schools’ characteristic development in certain district is a complex and systemic program.In this dissertation,some questions are discussed.Such as constructing systemic community,dynamics of emotion and ration,key personage and key contend in developing process and exploit of school curriculum.In order to evaluate the schools’ character development efficiently,three aspects are showed.First,demand of social demand and talents training should combine the educational regulation.Second,relationship of school philosophy and educational activity are essential.Third,three-dimension evaluation models is set up for theory on school management,which includes teachers’ identity for school culture,students’ attitude for school and parents’ appraisal for school culture.