ForewordCharacteristics
MakeGeneralSenihSchoolsAttractive
&herealizationofstandardizeddevelopment，schoolswillheadforindividualcharacteristieandardizeddevelopment”isforschoolstoreaent'sstandardsaoudentsfe，whilethe“individualcharacteristient”istopromotethedevelopmentofschoolfeaturesas’personalizedneedsforadiversedevelopment。
&uredevelopmenthschoolshasbeenanimportahepast30yearsofseniorsedaryedudevelopment。Espe2010，veiledtheOutliionalMediumandLong-termPlaionReforma（2010—2020年），inwhitralgoverlyproposedthepoliotingthediversedevelopmentofgeneralsenihsd“engthecharacteristientofgeneralsenihschools”。Then，atop-leveldesignofseniorsedaryeduhasbeeheprovindmunicipalmediumandlong-termplaionreforma，aiativeshavebeenpromulgatedatthesametime。Itbesaidthatsenihschoolfeaturedevelopmentisanimpiclayouthschooldevelopmentina。Itaimsatfagthediversifiofodesattheseniorsedarystageahedevelopmentneedsofdifferehatitservetheneedofdiversetalentsforthenationalpolitideientandtheindividualizedneedsofschooldevelopmeheoretidpracticalissueshaveemerged，suchas，howweuhefeaturedevelopmenthschools；howweplanthesenihschoolfeaturedevelopment（fionandaschool）；howweevaluateassesssenihschoolfeaturedevelopmeheseissuesneedourpromptpractitedtheoreticalresearchsoastoleadthedirehschoolfeaturedevelopmentinaregionandinasdsolverelevaeproblems，providediversetop-leveldesignsandreferencecasesfionalsenihschoolfeaturedevelopment，ahinkioolsforscipalstothinkaboutschoolfeaturedevelopment。Asaresult，rovethestificity，feasibilityaivenessofschoolfeaturedevelopment。
Asfortheuandinghschoolfeaturedevelopment，thisbookmakesananalysisfromthreeaspectswhiationalpoliternationalpolidacademicresearderstandiure，iohelpreadersuhenationalaionalpolicybadandreseargs，otatioensions，ahinkingframeworkshschoolfeaturedevelopment。
e，theSourihSchoolFeatureDevelopment：NationalDriveandRegionalPromotion（author：qing），analyzesaseriesofpthefeaturedevelopmenthsa。Basedonananalysisofthepoliciesrelevantthschoolcharacteristieheauthorsummarizesseveralbasicfeatures：nationalpoliciesisamaindriverhschoolcharacteristient；regioionauthoritiesplayanimportahevalueshschoolfeaturedevelopmentevolvesfromanatioalents”tothedevelopmentneedof“humanbeings”；absmoresocialforcesisabasicworkofthediversedevelopmenthschools；“autschool”isalwaysacoreissuethatssenihschoolfeaturedevelopment；theimprovemehodsisveryimportantfhschoolfeaturedevelopmeerproposesseveralpolicysuggestionsfsenihschoolfeaturedevelopment，thatis，givischool”backtosgsedtforstudentstomakechoiddesigningthepoliciestohelpgeneralsenihschoolsrealizeatrueotativedevelopment。
ChapterTwo，theNaturehSchoolFeatureDevelopment：ProfaendedAhkun），firstintroducesrelevantnationalpolidmeasuresofEngland，AmeriandSointsoutseveralois，anemphasisonthefualaimofstudentperso，adomihegover，schools’autonomyiio，thepartiofathirdparty，subject-basedfeaturedevelopmehechaptertakestheresearto“specialists”inEnglaoanalyzemaiheresearschoolfeaturedevelopmeries。Themaiuresincludeafopolicyeffects，specificresearpiricalreseartated，andmultipartyparti。Onthisbasis，thechaptersuggeststhatesesenihschoolfeaturedevelopmehedevelopmentofstudents；thegoverupasupportivepolicysystem；empiricalresearchbestreosupportschoolfeaturedevelopment；school-basedstrategiesbeusedinpradacooperativepartnershipbeeablish。
ChapterThree，theNaturehSchoolFeatureDevelopment：ProfaendedAhor：Li），differeheceptofschoolfeaturesaoffeaturedschhanalyzingonandparticularfeaturesoftheeduaingeneralsenihschools。Theauthorpointsoutthat“thefeaturedevelopmentofgeneralsenihschools”isaprocessofplanniingandassessiuresofgeneralsenihsd“featuredgeneralsenihschools”。Therefore，scipalshavetofullyusvalues，resourdthesubjectrolestudentsplayintheprocess。Atthesametime，theauthorelaboratesdifferenttypeshschoolfeaturedevelopmentviasystematicsreseardproposessix-dimensionalthinkingmodelofschoolfeaturedevelopment（i。e。，subject，type，structure，stage，pathrocedure），whichprovidesaframeworkforprinatikaboutschoolfeaturedevelopment。
Fortheplanninghschoolfeaturedevelopment，nationalpoliotionisamacroappeal；regionalplanningisasystematiatalocallevelofadministration，andsningisaspecificmibasedonaprehensionofnationalpolidregionalplanningaandingoftheschool'sdevelopmentbasisanddemards。
ChapterFour，theDesignhSchoolFeatureDevelionalPlanning（author：ShiYingde），mainlypointsoutthey，basicrequirementsandbasicstrategiesionalpromotionhschoolfeaturedevelopment。Thepurpsenihschoolfeaturedevelopmeooptimizetheregionaldistributionofseniorsedaryedu，expandqualityeduresourdeivityofseniorsedaryedu，sothattheoverallqualityofsgbeimprovedandpersoudehus，iprocess，weshouldinsistoy，wholeematiess，prospeessandappropriateness。Loentsaionauthoritiesshouldpromoteallsenihstheregioheirfeaturesinaotativewaythroughstifialysis，top-leveldesigruultipartypartiaguidance。
ChapterFive，theMethodshSchoolFeatureDevelopmeionaion（author：HeYuping），pointsoutseveralsiiuesthatschoolfeaturesshouldbeorientedagtotherequirementsofwholeness，prospeess，feasibilityandstability，onthebasisofanalyziaureorientationinsenihschoolfeaturedevelopment。Inpractice，seedtomakethedeviaathinkingframeworkbasedoifivestigationsahis，ourteamproposesathree-dimensionalmodelhschoolfeatureorientation，thatis，sprehensivelysiderandchoosereasonableandfeasibleschoolfeaturesahedevelopmehefeaturesfromiivepetitiveadvaernalparativepetitiveadvantages，arendsinfuture。Meanwhile，seedtotraureorientationtopractisofschoolfeaturedevelopmeerpresentssixoperatiiesforimplemeureorientation。Theyaresublimingtodvalues，internalizinginmeism，embodyingincurriculum，strengtheninginteaovatinginactivitydesign，andmaterializinginebuilding。
&uredevelopmenthsvolvesmultiplesubjectswithdiffereheirroles。ChapterSix，theSubjeihSchoolFeatureDevelopment：RolesandShaping（authXiaoling，Li），maiherolesthatprincipals，teadstudeivelyplayiuredevelopmenthsdhowtheyplaytheirrolesfromtheperspectiveofprindschools。Specificallyspeaking，theprincipalisaplandesigner，aresourcesprovider，aleadior，andahus，principalsshouldlearoimprovetheircapabilitiesandsouherelatioweeheidealahereality”tthefeaturedevelopmentwithpersonalfavoritesaivewisdomwithpersonalpower。Asamainforihschoolfeaturedevelopment，teachersshnizeaheideaofschoolfeaturesaiovateintheprocessofschoolfeaturedevelopment。Therefore，principalshavetoeeachers’reaandingofschoolfeaturedevelopment，advaheircapabilityofimplementingschoolfeaturedevelopment，andeoinnovateaheirwisdomintheprocess。Studentsinsenihschools，whohavealreadybeencapableofiexploratioheihschoolfeaturedevelopmeitsofthefeaturedesign，andiiohefeaturedevelopment。Schoolsshouldrespets’needsahemfullyexerttheirinitiativeandiobuildfeatureswhicharefavoredbystudeheirneeds。
ChapterSeveivenesshSchoolFeatureDevelopmeionahHongjie），analyzesfiveproblemsievaluationhschoolfeaturedevelopmentbasedoheoriesandpractices。Theproblemsare：forevaluatiohereisaladepeerioioion，thereisalaniion，aiveness；forevaluatiohereisalackoffstudentcultivationgoalsinschoolfeaturedevelopmeiohereisalackofattentioowhiadeeffortsandmadeprogress；fortheuseofevaluatiohereisalasformationtopolidsystemandapplidpromotiohthisuaerprobesiion，valuesandkeyprinciples（i。e。，authenticity，systematicity，cooperativity，readreliability）oftheevaluationhschoolfeaturedevelopment，andstructsasetofrefereandardsfortheevaluation（involving26indiensionsiheprocess，levelsashschoolfeaturedevelopment）。gtheevaluatiohreestagesaeps”（evaluatioioifypurposes，buildtheteam，makeaplaioion：unidregulatioinformatiosandgradiionfeedback：resultsanalysis，resultsfeedback，resultsappli），theauthorproposessixoperatiiestomethodideffectivelyducttheevaluationhschoolfeaturedevelopment（i。e。，developmeionpurposes，pluralisticevaluatios，diverseevaluatiohods，profouiohhappliofresults，aiobasedoion），rovidesuggestionsaoschoolleaders，eduinistratioionsupervisios，aprofessianizations。
Thisbookisoheresearchatsof“Auspicious”。The“Auspicious”isaprojeentingsenihschoolfeaturedevelopmehepretsallprindvicipalsatBeijingsenihschfromsixyearsago，theprojectteamhasmadetheprogramaplatfBeijingseniorsedaryedupolicies，aplatformofexperiengingandproblemsolving，aplatformofexperieingasdisseminating，andaplatformforprincipals’professioandschoolatsexhibitiramhasbeeawell-knprojectoftheCapitalbasicedu，whitheSedPrizeoftheFourthBeijingMunicipalBasicEduTeagAtA
&heleadershipofProfessorLifromBeijingInstituteofEdu，theprojectteamfotheprofessionalizationofprincipaltraiingtheexperienihschoolfeaturedevelopmeeamhasiimeaonpilingresearchworkofprindpublishedonebookalmosteveryyear。BookspublishedareExplAlltheWay，SingiheJourneyofCurriWithTheCapitalSenihScipals，FolloiheJourneyofCurriWithTheCapitalSenihScipals，WeAreAllDifferent，WeAreAllGood-TheJourneyofSchoolCharacterististruWiththeCapitalSenihScipals，strugCharacteristics，PursuingQuality-TheJourneyofSchoolCharacterististruWiththeCapitalSenihSdLetSdtheirownwaystosuccess-CharacterististruBeijingHighSchools。Theprogramhasteredarouhemehschoolfeaturedevelopment。Ierleadthetraieamhasuicalresearchbasedohisbookisohemajoratsoftheresearch，whicludesalotofresearesoftheprincipalspartigthetraining。
ThisbookisalsooneofperiodicalresearchatsofthekeydiseofSent，whieof17keydisessetbytheBeijingInstituteofEduowadays，everybodyisbusydayandnightwiththeirworkaiooacademicresearch。Thus，ensuriyofdisedevelopmentisabiggeforleadersofthekeydises。AstheleaderofSeorofthe“Auspicious”，IhavemadefulluseoftheadvahetworolesaheresearschoolfeaturedevelopmentintothedisedevelopmentofSentasoneresearcharea，whichhasbeenhighlyreizedandsupportedbyourinstituteleadersaexperts。Theresearchteamhasroupdissover20timesformorethahcollectivewisdom，wehavestructedtheframeworkaicalargumentsandfialysesandsupportivecases。Theresearchprraduallybeendimproved。Intheprocess，theteammemberswether，collaboratedwitheachother，appreeanother'sthoughtsandwork，anddevelopedclosepersonalfriendships。Asthediseleader，Ihadtospendlotsofresttimesuchasweekendsandhdraftsoverandain。However，Ifeelreallyhappyfromthehardwork。Thanksforthetimeeherwhardandhappily！
Althoughthereareplentyofreseargsaboutschoolfeaturedevelopment，thisstudyhasitsow，itfothereseartothefeaturedevelopmentofgeneralsenihschools。Sed，ittriestoiheplanningaionhschoolfeaturedevelopmentatnatiionalandschoollevels，inwhiterisplatheplanningaiouredevelopmentattheschoollevelandtheprobeintotheplanningofschoolfeaturedevelopmeiionallevelsisforabetteruandingoftheformer。Third，itstudiestheissuefromprincipals’perspedpaysmoreattentioingandsolvingtheproblemsgprinthefeaturedevelopmenthschools。Therefore，thisbookahlogicaldebatesofalaicalframeworksnorjustmakesasimplesummaryoftherelevantexperience。Ofcourse，theremustbesomesuperficialargumentsaecasesbeitofourresearch。Thus，asandcritiotherreseardprincipalsarehighappreciated。
Duringtheprocessofresearch，theprojectteamhasgaiofsupportsfromdifferentlevelsofleaders，expertsandadministrators，forwhichwefeelreallygrateful。thanksgoto，namely，Mr。LuoJieandMr。LiYi，issionersofBeijingMuniissioion，Mr。MaKe，deputydirectorofthesedofficeofBasicEdu，BeijingMuniissioion，PruilinfromBeijingNormalUy，Mr。FangZhongxioofBeijingAcademyofEdualSces，Mr。MengFanhua，vicepresidentofalUy，Mr。MaXianping，ofthePartyitteeofBeijingInstituteofEdur。LiFaofBeijingInstituteofEdur。YangZhidMr。Zh，vicepresidentsofBeijingInstituteofEdur。ZhangRuihai，directoroftheEdualSupervisorOffice，EduSupervisioionQualityEvaluatioerofBeijingAcademyofEdualSces，Ms。LiuPengzhi，principaloftheHighSchoolAffiliatedtoReyofa，Mr。LiXigui，principalofBeijingNationalDaySr。WangZheng，principaloftheAffiliatedHighSchoolofPekiy，Mr。WuShen，principalofBeijingGuangqumenHighSr。BaiHongkuan，principalofBeijingJingyuanSr。LuYunquan，principalofhighSchoolAffiliatedtoBeijingIes。Aiyu，principalofBeijingNo。171HighSr。WuWeidong，principalofBeijingNo。161HighSr。WangZhijiang，principalofBeijiaiNo。2MiddleSchool。OurthanksalsZhou，VioftheFacultyofIionalLaure，BeijingInstituteofEdudDr。HuRongkuyofSchoolLeadershipTrainingandReseargInstituteofEdu，whocollaborativelydidtheEnglishtranslationoftheForewordahisbook。Lastbut，wewouldliketoshowratitudetoBeijingNormalUyPress。
Li
BeijingInstituteofEdu
July，2014