ChapterTwo， theNatureofSeniorHighSchoolFeatureDevelopment： ProfoundUnderstandingandExtendedAnalyses （author： HuRongkun）， firstintroducesrelevantnationalpoliciesandmeasuresofEngland， America， JapanandSwedenandpointsoutseveralcommonfeatures， thatis， anemphasisonthefundamentalaimofstudentpersonalizeddevelopment， adominantroleofthegovernment， schools’ autonomyinoperationanddevelopment， theparticipationofathirdparty， ， thechaptertakestheresearchinto “specialistschoolsprogram” ， specificresearchquestions， empiricalresearchorientated， ， thechaptersuggeststhatChineseseniorhighschoolfeaturedevelopmentbebasedonthedevelopmentofstudents； thegovernmentsetupasupportivepolicysystem； empiricalresearchbestrengthenedtosupportschoolfeaturedevelopment； school-basedstrategiesbeusedinpractice； andacooperativepartnershipbeencouragedtoestablish.
ChapterThree， theNatureofSeniorHighSchoolFeatureDevelopment： ProfoundUnderstandingandExtendedAnalyses （author： ChenLi）， “thefeaturedevelopmentofgeneralseniorhighschools” isaprocessofplanning， implementingandassessing “featuresofgeneralseniorhighschools” and “featuredgeneralseniorhighschools”.Therefore， schoolprincipalshavetofullyunderstanditsvalues， ， theauthorelaboratesdifferenttypesofseniorhighschoolfeaturedevelopmentviasystematicsresearchandproposessix-dimensionalthinkingmodelofschoolfeaturedevelopment （i.e.， subject， type， structure， stage， pathway， procedure）， whichprovidesaframeworkforprincipalstosystematicallythinkaboutschoolfeaturedevelopment.
