在推进国家治理体系和治理能力现代化的大背景下，教育领域治理要加快实现由微观管理走向宏观管理，实施系统变革，推行简政放权，激发学校和社会活力，从而推动基础教育的内涵发展。本研究以某区教育行政部门改革为个案，用质性研究的方法从地方教育治理和学校变革实践的角度切入，聚焦教育治理体系中的关键问题---地方政府与学校的关系，探究区县教育行政部门与学校治理的内在机制，从专业领域内视角探究教育行政部门自身职能转变对于区域学校内涵发展的推动作用。 本研究选取了河北省Q区作为个案，笔者从2013年开始参与该项目，主要通过访谈、参与式观察以及实物收集等方法进行田野资料的收集，探究和分析教育行政自身职能转变与学校内涵发展的深层次关系，呈现了区域教育治理初期阶段的特征，学校发展动力转换机制下以对话、互动和协同为特征的组织结构变革。通过田野调查和分析，厘清教育治理中行政职能转变具体的组织形式和实施机制。研究发现，Q区目前还只是聚焦在专业领域的局部治理，仍处于新旧角力的过程，其实质是教育领域行政性与专业性的角力过程。Q区积极探索行政治理与学校内涵发展的内在机制和实施路径，积极构建行政、大学、学校互动协同的教育格局，使教育治理体系从学校和行政之间的上下级相互作用的二元治理结构，转型为学校、行政和大学之间对话协商和柔性互动的多元主体协同的治理结构，为区县层面的教育改革提供了一种新的范式，特别是在教育改革内在机制的建立和学校内部能量的建构两方面的反思与启示具有借鉴意义。研究发现，一方面要加强学校内在发展性条件建设，这是为“放权”打基础的部分，另一方面要推进学校深层文化的制度变革，这是为“分权”做准备的部分，教育家治校是简政放权的前提条件，区县教育治理与学校内涵发展的可行路径大致为“减负—赋能—放权”，而当务之急是区县教育行政要把校长领导力摆在重要位置，以期真正实现学校内在组织力量的重构与再生。 研究认为，教育公共治理不是教育的问题，要置于社会治理的大背景下进行探讨，教育治理关键在于政府发挥元治理作用，需要地方政府发挥能动性，统筹教育、人事、财政、编办、审计等相关部门同频共振，着眼于建构体系、制定政策、明确规则，区域教育治理才能整体持续推进、才能有效解决多元主体共治初期的矛盾和问题。

Under the background of advancing the national governance system and the modernization of governance capacity, Education governance should speed up the realization from micro management to macro management, carry out systematic reform, promote the decentralization of power, stimulate school and social vitality, and thus promote the connotation development of basic education. This paper takes the reform of educational administration department in some district as a case study. Further more, from the angle of local educational governance and school reform practice, this paper focuses on the key problems in the educational governance system—the relationship between local government and schools. It is to probe into the internal mechanism of district and county educational administrative departments and the school governance. And from the perspective of professional field, this paper try to explore the role in promoting the development of regional school connotation by transforming the function of the educational administrative departments. This study selected Q District of Hebei Province as a case study. And the author began to participate in the project in 2013. It was mainly through interviews, participatory observation and physical collection methods to collect the field data. By studying and analyzing the deep relationship between the transformation of educational administrative departments and the development of school connotation, the characteristics of the initial stage of regional educational governance has been presented . Moreover, under the mechanism of dynamic transformation of school development, the organizational structure transformation are mostly characterized by dialogues, interaction and coordination. Through field investigation and analysis, this paper is to clarify the specific organizational form and implementation mechanism of administrative function transformation in educational governance. And it was found that the Q area still focused on the local governance of the specialized field and was still in the process of new and old wrestling. We can see that the essence of the wrestling is a process of the wrestling between the administrative and the professional in the field of education. Q area actively explores the internal mechanism and implementation path of administrative governance and the development of school connotation, and actively constructs a interactive and coordinate educational pattern among administrative, university and school. And at district and county level, it provides a new paradigm for educational reform by transferring the educational governance system from dualistic governance structure of the upper and lower level interaction between the school and the administration to a flexible and multi-agents synergistic governance structure among the school, the dialogue and consultation. Especially, the introspection and enlightenment on the establishment of internal mechanism of educational reform and the construction of internal energy in schools are of significance for reference. One is the inner development of the school, which is the basis for the "decentralization", and the other is the institutional reform of the deep culture of the school. This is the part of the preparation for "decentralization".And the precondition of "decentralization" is to choose the educationalists to govern the school management. Then, the feasible path of district-county educational administration and school connotation development is roughly as “reduction—empowerment— decentralization” . It is an urgent matter that the headmasters’ leadership in district-county education administration should be put in an important position , so as to truly realize the reconstruction and regeneration of the internal organizational power of the school . The study indicates that public governance of education is not an issue of education. And the investigation should be taken under the background of social governance. The key to educational governance lies in the role of the government in meta-governance, which requires the local government to play a dynamic role to coordinate education, personnel, finance, management, auditing and other related departments in the same frequency resonance. Only with a view of system building , policies formulating, and rules clarifying, regional educational governance can be carried forward continuously and the contradictions and problems in the initial period of co-administration of multiple subjects also can be solved effectively