改革开放以来我国的现代化建设取得了举世瞩目的成就，经济、科技、政治、文化等各个领域取得了长足的进步，但与此同时资源枯竭、污染加剧、创新乏力、风气恶化等诸多现象预示着我国现代化进程正步入“瓶颈期”，如何突破这些束缚关乎国家的未来。回顾世界上诸多发展中国家的现代化进程，他们许多经历过因片面强调资本投入、资源开发或者一味强调制度、技术与管理方法的引进等两个误区而导致现代化失败，这些教训告诉我们如果现代化过程忽视了人的现代化，如果一个国家的人民没有从心理、思想和行为方式上实现由传统人到现代人的转变，那么引进再完美的现代制度和管理方式，再先进的技术工艺也会在一群传统人的手中变成废纸一堆。人的现代化是应对国家现代化瓶颈的关键，而这必须首先诉诸于教育，学生作为未来的建设者，他们的现代性水平关乎国家的未来。当前以应试为导向的学校教育忽视人的现代性品质的发展，促进人性发展的功能式微。而教育之所以让人“失望”，领导是关键，诸多的学校教育改革之所以不尽如人意，很大程度上是因为缺乏现代意义上的校长领导方式，使本来美好的改革愿望最终以失败而告终。 本研究以西部五省中小学生为样本探索了我国中小学生现代性的结构，发现它是一个包含开放性、效能感、进取性、反思性、参与性、责任感、平等性及沟通性等八维度的结构，西部中小学生的这些品质基本处于现代化的水平，但存在着城乡、性别的差异，城镇学生的现代性水平要显著高于农村学生，女生的现代性水平要显著高于男生。校长不同的领导风格对学生现代性影响的效果不同，变革型领导对学生现代性的影响比交易型领导、放任型领导更加有效，但这种影响不是直接的，而是受到学校氛围、教师素养及课程教学的中介作用，其中教师素养发挥的中介作用最为显著，占总间接效应的52.29%，其次是学校氛围，占总间接效应的30.20%，课程教学中介作用最低，占总间接效应的17.15%。变革型领导分维度对学生现代性影响的中介变量检验发现，学校氛围、教师素养、课程教学的多个子维度都在他们之间发挥显著中介作用。这启发我们以此实证结果为基础结合变革型领导自身的要素建立一个包含学校氛围、教师素养、课程教学的学校管理改进框架，促进学生现代性的发展。

With the further process of reform and opening up, China has made remarkable progress in the areas of economic, technology, politics and culture. And at the same time, some deteriorating problems, such as resource exhaustion, worsening environment, lack of innovation, ethos deteriorating, indicate that the process of our modernization are stepping into a period of "bottleneck", how to break through this problem affects the future of our country. Review the modernization process of many developing countries in the world, most had two remarkable misunderstandings on modernization which made them failed, such as unduly emphasizing on capital investment and resources development, and focusing on the introduction of technology and management methods. Their experiences enlightened that had the human factors not been neglected in the process of modernization, had their people become modern from minds, attitudes and behaviors, they should avoid their failures. Human modernization which is the key to break modernization bottlenecks, should seek help from education. Students are the future builders, their modernization decides our country’s future. However, students’ modernity developments had not been paid attention by school education, which made people disappointed. Among so many reasons, school leadership is one of the keys. Why school reforms are not satisfied by people, perhaps lack of modern principals’ leadership is one of the reasons. This research explored the structure of students’ modernity, which included 8 factors, such as openness, self-efficacy, aggressive, reflective, participatory, responsibility, equality and communication. Students in western area have modern traits and there were significant differences between urban and rural areas, gender, nationalities, elementary school and junior middle school. Results found that transformational leadership was more effective than transactional leadership, laissez-faire leadership on effectinging students’ modernity. However, those effects were not immediate, but fully mediated by school atmosphere, teacher quality and teacher's teaching. Among which teacher quality is the most important factor, and then followed by school atmosphere and teacher's teaching. They also fully explained the relationships among principles’ idealized influence, motivate, inspire intelligence, personalized care and students’ modernity. These enlightened us school reform should emphasize principals’ leadership and these mediating factors to improve students’ modernity.