本研究通过对C小学从萌生“花文化”理念到构建“花文化”实践体系再到“花文化”理念系统初步确立的过程描述，分析学校中的人是如何推动和导引“花文化”的初步生成的，同时，对实然的学校文化现状进行描述，探求“花文化”价值诉求实现的程度，并对影响学校文化认同的原因进行解释。C小学“花文化”创建过程经历了从选种——培育——萌生的初期文化建设阶段，“花文化”的创建过程就是在学校共同体成员内培育价值理念的过程，学校成员在实践中不断建构着对“花文化”的理解，生成更为丰富的“花文化”内涵。在“花文化”创建过程中，校本课程开发、班级文化建设和“个性化”课堂教学改革在一定程度上推动了“花文化”的生成。但是，实然的学校文化现状与“花文化”的教育价值诉求之间存在不容忽视的距离，同时，家校合作面临的现实挑战以及学校发展的外部教育管理评价体系也不利于C小学“花文化”生长。最后，针对C小学组织文化发展现状的初步诊断及学校“花文化”生成过程中遇到的阻力问题，尝试提出学校“花文化”进一步生长的对策建议。

This research by on C primary school from initiation " flower culture" concept to construction " flower culture" practice system then to " flower culture" concept system preliminary established of process description, analysis in school in the of people is how promote and guidance " flower culture" of preliminary generated of, while, on real so of school culture status for description, quest " flower culture" value demands implementation of degree, and on effect culture identity of causes for explained.C primary school " flower culture" has evolved from the selection-the process of creating-culture-cultural construction in the early stages of initiation, " flower culture" is the creation of foster in the members of the school community values the process, members of the school construction in practice on " flower culture" of understanding, build more " flower culture" connotation. However, the reality of school culture status and "flower culture" exists between the value of distance can not be ignored, and, facing real challenges and development of cooperation between home and school is not conducive to the external evaluation of educational management system c elementary school "flower culture".Finally, C organizational culture development situation of primary diagnosis and "spending culture" generates resistance problems encountered in, try to make school "spending culture" suggestions for further growth.