Abstract: School improvement is a comprehensive and continuous change from inside to outside to provide quality education, which is conducive to the high-quality development of school education. The narrow understanding of school improvement leads to poor subjective consciousness and weak continuous strength; the difference of the goal of the improvement subject leads to low organizational identification and weak actual output; the empirialization of the improvement path leads to the dilemma of deep theoretical transformation from subjective tendency to practice. The original ecological research provides a new perspective to solve the dilemma of school improvement. In the process of school improvement, the original ecology research seeks to return to the subjectivity of school improvement, return to the people-oriented position of school improvement, and return to the original ecology of school improvement. The innovative approach to the original ecological research of school improvement is to break the "conceptual" school improvement and generate original discourse, to carry out evidence-based research rooted in the "localized" education field, to return to the "daily" education field to promote human growth and to stimulate the "community" field interaction to achieve common development.