当前，人们对理想教育的追求、学习方式的变革以及技术的革新，这三大动力鼓动着未来教育加快向我们走来。同时，随着中小学新课程改革不断将课程建设的权力下移，互联网时代青少年学习的视野更加宽广、方式更加多元，正在重新定义教师、学生、家长和学校管理者的角色，个性化、民主化的教育逐渐成为教育改革的新趋势。外部环境的急剧变化，对中小学传统组织结构形成了前所未有的冲击和挑战。 近年来，随着“走班制”“全课教学”“班组群”等新型教学模式的快速涌现和推广，使得北京市公办中小学传统的“科层制”组织结构日益成为教学革新的桎梏。受《中国学生发展核心素养》（2016年）发布的影响，越来越多的学校开始反思自身教学和管理的有效性，而对组织结构的适当变革已成为无法绕开的关键问题。通过对北京市公办中小学的调研发现：为满足工业时代大规模、标准化生产需要而形成的科层制管理仍是传统中小学普遍采用的管理模式，并经过长期的演变发展成为高度趋同的“三线式”组织结构。虽然科层制结构具有效率高、成本低、运行稳定的优势，但这种追求集权和控制的结构抑制了教师在教学中的主体作用，难以体现“以学生为中心”的教育理念，在组织柔性方面更是存在明显的不足。为此，北京市部分典型公办中小学已经启动了颇具前瞻性的探索实践，初步形成了兼具先进教育理念和自身办学特色的新型组织结构。 本文通过“案例分析+深度访谈”的研究方式，首先梳理了组织变革相关研究的理论成果；其次，对当前北京市公办中小学组织结构的共性特征进行了归纳，并指出其普遍存在的优缺点；第三，以北京市广渠门中学为案例，对其组织结构变革重点内容和经验启示进行了深入分析，同时介绍了北京市2所典型公办中小学在扁平化和矩阵型组织结构变革方面的有益探索和成功经验；最后，通过上述分析，提出了未来中小学组织结构变革的基本策略。 研究认为，中小学推进组织结构变革势在必行，且变革“永远在路上”。完成一次成功的组织结构变革，管理者需要先从宏观和微观两个维度盘点组织结构变革相关的要素，并灵活运用勒温的“解冻—变革—再冻结”三阶段变革模型实施变革。此外，学校组织结构变革启动前，要对一些关键的风险点给予足够的关注，并在变革实施过程中化解或规避。本文提出了未来中小学组织结构变革的可行性策略，对学校有效地组织实施变革具有一定的借鉴价值，对相关研究的进一步深化具有一定的参考和启发意义。

At present, the pursuit of ideal education, the change of learning style and the innovation of technology are the three driving forces for the future education. At the same time, as the new curriculum reform continues transferring the management right to primary and secondary schools, students in the Internet age have wider horizons and diverse pattern in learning, which are redefining the role of teachers, students, parents and school administrators. Individualized and democratic education has been gradually becoming a new trend of education reform. The rapid change of external environment has brought unprecedented shocks and challenges to the traditional organizational structure of primary and secondary schools. In recent years, with the rapid emergence and promotion of new teaching modes, such as "optional class system", "whole class teaching" and "class cluster", the " bureaucratic structure " of public primary and secondary schools in Beijing has become a shackle of teaching innovation. Influenced by the development of the core literacy of Chinese students (2016), more and more schools have begun to reflect on the effectiveness of their own teaching and management, and the appropriate change in organizational structure has become a key problem that can’t be circumvented. Through the investigation of the structure of the public primary and secondary schools in Beijing, it is found that the bureaucratic structure, which was formed in order to meet the needs of large-scale and standardized production in the industrial age, is still a common management model. Further, it has evolved into the highly convergent "three line" structure. Although the bureaucratic structure has the advantages of high efficiency, low cost and stable operation, its pursuit of centralization and control has inhibited the teacher's main role in teaching, and also made it difficult to embody the educational concept of "student-centered". Inevitably, there is an obvious lack of flexibility in bureaucratic structure. Some well-known public primary and secondary schools have started a forward-looking exploration and practice, and have formed a new organization structure with advanced educational ideas and their own characteristics. Through the "case analysis + in-depth interview", this paper firstly combs the theoretical results of the organizational structure reform. Secondly, it summarizes the common characteristics of the organizational structure of the public primary and secondary schools in Beijing, and points out the common advantages and disadvantages. Thirdly, with the case of Guang Qu Gate Middle School in Beijing, the key content and experience of organization structure reform are deeply analyzed. At the same time, the beneficial exploration and successful experience of the structural changes of 2 typical public primary and secondary schools in Beijing are introduced. Finally, through the analysis above, this paper puts forward the basic strategies for the organizational structure reform. The research suggests that it is imperative for primary and secondary schools to push forward the reform of organizational structure and the change is always on the road. In order to implement a successful organizational structure transformation, presidents need to check the relevant elements of organizational structure from the two dimensions of macro and micro, and then flexibly apply the "thawing-change-refreeze change model" to carry out the reform. Besides, presidents should pay enough attention to the key risk before the reform starts, and solve or avoid them in the process of reform. This paper comes up with a feasibility strategy of the organizational structure reform in the future primary and secondary schools, which has certain reference value for the effective implementation of the reform in schools, and also has a certain reference and enlightening significance for relatedly further research.