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Chapter One:Introduction1

1.1　Research Topic1

1.1.1　The aim of research1

1.1.2　Research question2

1.1.3　Research design2

1.2　Research Ground6

1.3　Research Methodology7

1.3.1　Data gathering8

1.3.2　Data analysis15

1.3.3　Modes of analysis20

1.4　Structure of the Dissertation22

Chapter Two:Theories and Terms2.1　Theories Related to the Research25

2.1.1　Theory of analysis of education policy25

2.1.2 System theory and organization27

2.1.3　Theory of construction of institutional reality31

2.1.4　Analytic philosophy of education33

2.1.5　Theory of formal logic34

2.2　Terms Related to Education Tizhi35

2.2.1　Definition of education tizhi,education,system,organization and institution35

2.2.2　Definition of education tizhi,regulation,law and rule37

2.2.3　Definition of education tizhi and education system38

PART Ⅰ CURRENT IDEAS ON EDUCATIONAL TIZHI REFORMChapter　Three:Understanding Education Tizhi in Current Education Reform--Key Policy Documents38

3.1 The Review of the Content of Decision（1985）41

3.1.1　Description of the reform content41

3.1.2　Analysis of the reform content46

3.2 The Review of the Content of Outline（1993）52

3.2.1　Description of the reform content52

3.2.2　Analysis of the reform content59

3.3 The Review of the Content of Reform（1999）66

3.3.1　Description of the reform content66

3.3.2　Analysis of the reform content70

3.4 The Summary77

3.4.1　Sub.education tizhi and factors in the three documents77

3.4.2　Relationships education tizhi reform deals with in the three documents82

3.4.3　Characteristics of education tizhi reform in the three documents85

Chapter Four:Current Education Tizhi Reform--Some Examples4.1　Review of Education Reform from 1949 to 1978 and Its Relation to the Current Education System87

4.1.1　Review of education reform from 1949 to 197887

4.1.2　Current education system and the organizational map of educational administration97

4.2　Education Reform from 1978 to 2000100

4.2.1　Reform of school education tizhi101

4.2.2　Reform of educational management tizhi110

4.3　Summary121

4.3.1　Similarities between the two stages and its references121

4.3.2　Differences between the two stages and its references123

PRAT Ⅱ CRITIQUE AND RECONSTRUCTIONChapter Five:Critique of Understanding of Education Tizhi--Methodological and Substantive Issues123

5.1　Critique of Ideas from the Three Documents127

5.1.1　Findings from the three documents127

5.1.2　Considerations of the problems in the three documents129

5.1.3　An interim sunmary140

5.2　Critique of Ideas from Other Sources140

5.2.1　Critique of ideas from interviewees140

5.2.2　Critique of ideas from scholars'writings144

5.2.3　Critique of ideas from language151

5.2.4　An interim summary154

5.3　Summary156

Chapter Six:Towards A Better Theory of Education Tizhi--Methodological and Substantive Issues156

6.1　Description of the Conceptual Model of Education Tizhi157

6.1.1　Defining eduction tizhi157

6.1.2　Conceptual diagrams158

6.2　Justification for the Conceptual Model of Education Tizhi161

6.2.1　Methodological considerations for the justification161

6.2.2　Justification from theoretical perspective163

6.2.3　Justification from an empirical perspective170

6.2.4　Justification from comparative perspective176

6.3　Summary181

PART Ⅲ APPLICATIONS183

Chapter Seven:Application to Educational Reform--State7.1　Reform of Education Organization and Education Regulation183

7.1.1　Reform of education organization183

7.1.2　Reform of eduction regulation193

7.1.3　The relationship between the reform of education organization and the reform of education regulation202

7.2　Reform of School Education Tizhi and Education Administration Tizhi203

7.2.1　Reform of school education tizhi203

7.2.2　Reform of education administration tizhi218

7.3　Summary228

Chapter Eight:Application to Educational Reform--School8.1　Reform of Management Organization and Management Regulation within the School229

8.1.1　Reform of management organization229

8.1.2　Reform of management regulation236

8.1.3　Relationship between the reform of management organization and the reform of management regulation241

8.2　Reform of Four Sub-intra-school Management Tizhi242

8.2.1　Reform of school leadership tizhi242

8.2.2　Reform of school implementation tizhi248

8.2.3　Reform of school consultation tizhi253

8.2.4　Reform of school supervision tizhi254

8.2.5　The relationship among the four sub-intra-school management tizhi reforms256

8.3　Introduction of Management Tizhi Reform of 49 MSW256

8.3.1　The content of school management tizhi reform257

8.3.2　The achievements of school management tizhi reform259

8.4　Summary260

Chapter Nine:Conclusion263

9.1　Major Findings263

9.1.1　The conceptual model of education tizhi has become more holistic and comprehensive263

9.1.2　The conceptual model of education tizhi has been proven to be more adaptive and specific for the reform264

9.2　Contributions of the Findings265

9.2.1　Theoretical contribution265

9.2.2　Practical contribution268

9.3　Limitations of the Study269

9.4　Suggestions for Further Research269

Bibliography271

Appendices297

Appendix 3 Glossary329