Chapter One:Introduction 1
1.1 Research Topic 1
1.1.1 The aim of research 1
1.1.2 Research question 2
1.1.3 Research design 2
1.2 Research Ground 6
1.3 Research Methodology 7
1.3.1 Data gathering 8
1.3.2 Data analysis 15
1.3.3 Modes of analysis 20
1.4 Structure of the Dissertation 22
Chapter Two:Theories and Terms2.1 Theories Related to the Research 25
2.1.1 Theory of analysis of education policy 25
2.1.2 System theory and organization 27
2.1.3 Theory of construction of institutional reality 31
2.1.4 Analytic philosophy of education 33
2.1.5 Theory of formal logic 34
2.2 Terms Related to Education Tizhi 35
2.2.1 Definition of education tizhi,education,system,organization and institution 35
2.2.2 Definition of education tizhi,regulation,law and rule 37
2.2.3 Definition of education tizhi and education system 38
PART Ⅰ CURRENT IDEAS ON EDUCATIONAL TIZHI REFORMChapter Three:Understanding Education Tizhi in Current Education Reform--Key Policy Documents 38
3.1 The Review of the Content of Decision（1985） 41
3.1.1 Description of the reform content 41
3.1.2 Analysis of the reform content 46
3.2 The Review of the Content of Outline（1993） 52
3.2.1 Description of the reform content 52
3.2.2 Analysis of the reform content 59
3.3 The Review of the Content of Reform（1999） 66
3.3.1 Description of the reform content 66
3.3.2 Analysis of the reform content 70
3.4 The Summary 77
3.4.1 Sub.education tizhi and factors in the three documents 77
3.4.2 Relationships education tizhi reform deals with in the three documents 82
3.4.3 Characteristics of education tizhi reform in the three documents 85
Chapter Four:Current Education Tizhi Reform--Some Examples4.1 Review of Education Reform from 1949 to 1978 and Its Relation to the Current Education System 87
4.1.1 Review of education reform from 1949 to 1978 87
4.1.2 Current education system and the organizational map of educational administration 97
4.2 Education Reform from 1978 to 2000 100
4.2.1 Reform of school education tizhi 101
4.2.2 Reform of educational management tizhi 110
4.3 Summary 121
4.3.1 Similarities between the two stages and its references 121
4.3.2 Differences between the two stages and its references 123
PRAT Ⅱ CRITIQUE AND RECONSTRUCTIONChapter Five:Critique of Understanding of Education Tizhi--Methodological and Substantive Issues 123
5.1 Critique of Ideas from the Three Documents 127
5.1.1 Findings from the three documents 127
5.1.2 Considerations of the problems in the three documents 129
5.1.3 An interim sunmary 140
5.2 Critique of Ideas from Other Sources 140
5.2.1 Critique of ideas from interviewees 140
5.2.2 Critique of ideas from scholars'writings 144
5.2.3 Critique of ideas from language 151
5.2.4 An interim summary 154
5.3 Summary 156
Chapter Six:Towards A Better Theory of Education Tizhi--Methodological and Substantive Issues 156
6.1 Description of the Conceptual Model of Education Tizhi 157
6.1.1 Defining eduction tizhi 157
6.1.2 Conceptual diagrams 158
6.2 Justification for the Conceptual Model of Education Tizhi 161
6.2.1 Methodological considerations for the justification 161
6.2.2 Justification from theoretical perspective 163
6.2.3 Justification from an empirical perspective 170
6.2.4 Justification from comparative perspective 176
6.3 Summary 181
PART Ⅲ APPLICATIONS 183
Chapter Seven:Application to Educational Reform--State7.1 Reform of Education Organization and Education Regulation 183
7.1.1 Reform of education organization 183
7.1.2 Reform of eduction regulation 193
7.1.3 The relationship between the reform of education organization and the reform of education regulation 202
7.2 Reform of School Education Tizhi and Education Administration Tizhi 203
7.2.1 Reform of school education tizhi 203
7.2.2 Reform of education administration tizhi 218
7.3 Summary 228
Chapter Eight:Application to Educational Reform--School8.1 Reform of Management Organization and Management Regulation within the School 229
8.1.1 Reform of management organization 229
8.1.2 Reform of management regulation 236
8.1.3 Relationship between the reform of management organization and the reform of management regulation 241
8.2 Reform of Four Sub-intra-school Management Tizhi 242
8.2.1 Reform of school leadership tizhi 242
8.2.2 Reform of school implementation tizhi 248
8.2.3 Reform of school consultation tizhi 253
8.2.4 Reform of school supervision tizhi 254
8.2.5 The relationship among the four sub-intra-school management tizhi reforms 256
8.3 Introduction of Management Tizhi Reform of 49 MSW 256
8.3.1 The content of school management tizhi reform 257
8.3.2 The achievements of school management tizhi reform 259
8.4 Summary 260
Chapter Nine:Conclusion 263
9.1 Major Findings 263
9.1.1 The conceptual model of education tizhi has become more holistic and comprehensive 263
9.1.2 The conceptual model of education tizhi has been proven to be more adaptive and specific for the reform 264
9.2 Contributions of the Findings 265
9.2.1 Theoretical contribution 265
9.2.2 Practical contribution 268
9.3 Limitations of the Study 269
9.4 Suggestions for Further Research 269
Bibliography 271
Appendices 297
Appendix 3 Glossary 329