The Course Of A School's Change

School reform has not only abstract common rules,but also individualized characteristics formed by each school's unique history,culture and development vision.In many cases,the abstract expression of theory helps to explain the general characteristics of school reform and the cultural context behind it.However,how to penetrate into specific schools and reveal the more vivid and rich cultural psychological factors behind the change is often lacking in general theoretical research.The introduction of educational narrative is not to replace the grasp of time form by theoretical research,but to attempt to reveal and present the true appearance of schools as typical cases in specific changing situations.Based on this,taking a school with multiple typical meanings as the research object to show the complex course and some characteristics of the school in the process of change,not only helps to reveal the course and symptoms of the change of the school as the research object,but also expects to have some enlightenment on the general problem of school change.This study is divided into five parts.Firstly,it clarifies and differentiates the meanings of school reform,educational narrative and educational narrative research,combs the current research situation of school reform and educational narrative at home and abroad,explains the research methods used in this study,introduces the history of school construction of school D,the research object of this study,and expounds the reasons for selecting school D.Secondly,by introducing the typical U-G-C-S development model of D school,the real state of the school in the collectivized school is presented.Thirdly,with the help of the typical case of Principal Z,we can understand the important role of principal leadership in school reform.Fourthly,analyze the difficulties and pains that school D encounters in the process of reform,and gain recognition in the vast number of transformational schools.Finally,this paper discusses the measures to cultivate the endogenous force of school reform,and makes an in-depth analysis from the three levels of inter-school,school and teacher,so as to promote the realization of the goal in schools.