Journal of Economics and Technology in Education
JETE, Vol. 1, No. 1, 2026, pp.80-93.
Print ISSN 3105-2711; Online ISSN: 3105-272X
Journal homepage: https://www.jetejournal.com
DOI: https://doi.org/10.64058/jete260108hcirl
摘要：本文以广州大学附属东江中学“三基于”课堂教学改革为个案，深入探讨了一项植根本土的教学创新如何超越课堂技术层面，演变为驱动学校整体组织发展的核心引擎。研究指出，其关键在于该模式同时扮演了“战略聚焦点”“专业联动机制”与“文化意义载体”的三重角色。“战略引领—专业传递—系统融合”的系列推进，除了带来教学质量提升及教师赛事成绩外，更重要的是推动了学校的管理机制由自上而下的垂直单一走向多元参与的专业治理、组织形态由行政主导的层级式走向民主协商的学习型组织、学校发展模式由他律驱动的适应性转向自主发展的创造性。本研究为理解教学改革引发深层组织变革提供了“技术—制度—文化”互动的分析框架，也为县域高中依托内生性课堂改革实现治理升级与内涵式发展，提供了具有可操作性的实践范式。
关键词：县域高中；课堂改革；学校治理；个案研究；三基于模式
作者简介：陈红星，东源县教师发展中心主任，广州大学附属东江中学党委书记。副高级职称。主持国家级课题1项，市级课题1项，参与省级课题1项。论文3篇在市级、国家级刊物发表。2024年成为广东省中小学“百千万人才培养工程”培养项目（2024—2026年）高中名书记培养学员。主要以粤东北县域高中为研究载体，重点探索区域教育提质转型与特色发展之路。电邮：jackchulong@163.com。
Title: How Can Instructional Reform Leverage School Organizational Change? —A Case Study Based on the “Three-Based” Model at Guangzhou University Affiliated Dongjiang High School
Abstract: Taking the “Three-Based” classroom teaching reform at Dongjiang High School Affiliated to Guangzhou University as a case study, this paper probes deeply into how a locally rooted teaching innovation transcends the technical dimension of classroom teaching and evolves into a core engine driving the holistic organizational development of the school. The study points out that the key lies in the fact that this model plays a triple role simultaneously as a “strategic focal point”, a “mechanism for professional collaboration” and a “carrier of cultural significance”. The progressive implementation of the “strategic guidance-professional transmission-system integration” approach has not only led to the improvement of teaching quality and better performance of teachers in various competitions, but more importantly, promoted the transformation of the school’s management mechanism: from a top-down, vertical and centralized structure to a multi-stakeholder participatory model of professional governance; the transformation of the organizational form: from an administration-dominated hierarchical structure to a democratic and consultative learning-oriented organization; and the transformation of the school’s development model: from an externally regulated adaptive model to an independently driven creative model of self-development. This study provides an analytical framework of “technology-institution-culture” interaction for understanding how classroom teaching reform triggers in-depth organizational changes and also offers an operable practical paradigm for county-level high schools to achieve governance upgrading and connotative development by virtue of endogenous classroom teaching reform.
Keywords: County-level high schools; Classroom reform; School governance; Case study; Three-Based models
Author Biography: Chen Hongxing, Director of Dongyuan County Teacher Development Center and Secretary of the Party Committee of Dongjiang High School Affiliated to Guangzhou University, with a senior professional title. He has presided over 1 national-level research project and 1 municipal-level research project, and participated in 1 provincial-level research project. Three of his papers have been published in municipal and national journals. In 2024, he was selected as a trainee of the High School Distinguished Party Secretary Training Program under the Guangdong Provincial Primary and Secondary Education “Hundred-Thousand-Ten Thousand Talents Training Project” (2024–2026). Taking county-level senior high schools in northeastern Guangdong as the research carrier, he focuses on exploring the high-quality transformation and characteristic development path of regional education. E-mail: jackchulong@163.com.
Received: 10 Jan 2026 / Revised: 19 Apr 2026 / Accepted: 25 Apr 2026 / Published online: 30 Apr 2026 / Print published: 30 May 2026.
