Study On School Organizational Changes Based On Classroom Teaching Reform

The initiation and promotion of classroom-based teaching reform have faced with increasing conflict with the existing school organizational system,rules and behavior,etc..Thus,study on organizational changes in classroom-based teaching reform is extremely urgent.Some studies as those to explore the relationship between classroom teaching reform and school organizational changes,to study the process and strategy of the consistent and in-depth school organizational change,and to find out the general law of the school organization changes in the process of classroom teaching reform should be paid more attention to.This study adopts qualitative research method of case study.On the basis of literature review and the theoretical hypothesis of school organizational changes,thispaper focuses on cases from three typical schools,describing and discussing respectively the following aspects:the interdependent relationship between the initiation of classroom-based teaching reform and the change of school environment,the changes of school organizational behavior resulted from the classroom teaching reform,the reform of the school management system promoted by the classroom-based teaching reform,and the changes of the leadership of school to deepen the classroom teaching reform.The paper tries to draw a general conclusion on the issue of the school organizational changes based on classroom teaching reform.The main focuses of the study include:in the analysis of the classroom teaching reform in chosen schools(which triggers the reform of the school teaching,the improvement of management system and change of the leadership),the relationship between the initiation of classroom teaching reform and the school environment and its management strategy,the process and strategy of the practice of promoting classroom teaching reform and the reconstruction of the school teaching system,the theory and strategy of the improvement of the school management system adapting to the classroom teaching reform,the type and strategy of the leadership change for the deepening the classroom teaching reform,the process of school organizational changes triggered by the classroom teaching reform,and the key factors and implementation principles directly related to the school organizational change.Based on the above analysis,the conclusion drawn from this study is as follows:Firstly,the reform of school organization based on classroom teaching reform follows the law of "rationality→ action → strategy→ institutionalization".The school organizational changes should set the classroom-based teaching reform reflecting the "subjectivity" values of students and teachers as a foothold.It should have its staff recognize and comply with the school’s teaching concept by means of giving more powers to the middle-level leaders and teachers,who are willing to be actors.Moreover,it should implement its teaching mode,change its class management system,optimize its teaching evaluation,and reorganize its course preparation system.Besides,some other changes such as the guidance and action of the leader’s concept,power adjustment,creation of organizational culture and enhancement of the output should be emphasized.The aim of the changes is to promote the change of the teaching behavior,innovate the administrative system,transform the organizational culture and improve school environment so as to have organizational reform institutionalized.Secondly,the principles of classroom teaching-based school organizational changes are as follows.The first step to start the reform is to reconstruct the objective system.The objectives include reconstructing teaching system in which subjectivity values can be realized,improving the administrative system which can produce a harmony of teachers’ professional autonomy and the bureaucracy,and transforming the leadership which can result in learning community.Moreover,the school should carry out correlation strategies such as classroom-based teaching reform strategy,teaching system reconstruction strategy,administrative system improvement strategy and the leadership transformation strategy.Furthermore,the school should reshape its culture with the subjectivity value as the core so as to remodel the behaviors of teaching,administration and leadership,to implement the principle of subject-oriented teaching,subject-oriented administration and the innovative practice.With the subjectivity value as the core,the objectives of all system can be gradually achieved,the strategies for different objective can be correlated and they can be synthesized as a whole.Thirdly,the mode construction of school organizational system reform should base on classroom-based teaching reform.It is found from the concentric five-layer loop vorticity mode and its driving force that the motive force of organizational system reform is derived from the reform of different systems in which the subjectivity value can be highlighted,professional power and moral leadership can be motivated,the organizational strategies can be transformed and at last the the modecan be institutionalized.To some extent,this mode is the result of the integration of leadership innovation,power decentralization,organizational transformation,and the system maintenance.