本文以文件分析法，探討「教訓輔三合一方案」、「教育改革」以及「學校組織再造」三者之間的關係，首先分析教育改革與組織文化之關連，其次探究學校組織再造的緣由與作法，再次則以教訓輔三合一方案之內涵與運作方式析論其連結「學校組織再造」與「教育改革」時，所扮演的五大角色功能。 本文指出，教訓輔三合一方案從教育人員本身的組織文化著力，扮演「整合者」、「激勵者」、「示範者」、「奠基者」、「催化者」五大角色功能，促成教改環境的優質改變，帶動學校組織再造的明顯進程，在教育改革的歷史中有其個殊的地位。

The paper adopts document analysis method to explore the relationships between “the integrated assistance system for instruction, discipline and guidance”, “educational reform” and “school restructuring”. First, the relationships between educational reform and culture of the organization are analyzed. Second, the background and the way of school restructuring are explored. Third, the role of “the integrated assistance system for instruction, discipline and guidance” played in “school restructuring” and “educational reform” is discussed via its implication and operation mode. The paper indicates “the integrated assistance system for instruction, discipline and guidance”, exerting its strength on educational staff from the culture of organization, plays the roles of combination, encouragement, demonstration, foundation and pushing, and makes the educational environment reach a higher quality; it also brings the educational reform to a new milestone and plays an important role in educational reform history.