In order to improve the quality of basic education and “running education to the satisfaction of the people”，Guangzhou has adopted group-based schools，and the total amount of high-quality basic education resources in each district has been continuously expanded and distributed more evenly. Based on a comparative study of the advanced experiences and practices of group education in basic education groups in Beijing，Shanghai，and Hangzhou，this report analyzes the status of group education in basic education groups in Guangzhou. Governance is modernizing；structural reforms on the supply side of basic education resources are carried out to promote the radiating of high-quality educational resources from municipalities to peripheral urban areas；focusing on the symbiosis of connotations to realize the co-construction and sharing of resources；leading cultural construction and creating the group’s vision of common development. Compared with Beijing，Shanghai，and Hangzhou，the group education of Guangzhou Basic Education started late，and the problems are also complicated. In addition to the common characteristics of schools，the dilution of high-quality school resources，and the relationship between government and schools，Guangzhou basic education group education still has a new education governance structure between the government and various education groups that has not yet formed，lacks in-depth communication and coordination；teacher mobility and training mechanisms have not been perfected；insufficient application of information technology for basic education group education；basic education groups problems such as the lack of a corresponding assessment mechanism for the effectiveness of running schools. Put forward the work ideas for future group education in Guangzhou：improve the management system of group education in education and standardize the governance structure；focus on connotative development and promote the co-construction and sharing of high-quality education resources in the group；strengthen the construction of the internal information platform of the group and improve the distribution of education and teaching resources Balanced status question；Multipronged measures to promote the flexible flow of key teachers within the group；Multiparty leveraging to broaden channels for group-based education；increase funding；improve incentives；improve supervision and evaluation mechanisms.