Research On Teachers' Teaching Life

As a vital activity, teaching is not beyond one's life, also not outside life, but itself. That is to say, teaching is way for teachers to exist and live. In short, "teaching is life". The proclaiming of this saying has important theoretical significance and practical value. It not only contributes to transition of paradigm in teachers' research, but also contributes to the transformation for the researcher attitude and research methodology. Furthermore, it contributes to change and molding for the teacher's beliefs.Crux of the matter is that teaching (teaching life) is what kinds of life rather than whether teaching is a kind of life or not. Teaching life refers to life activities carried out by teachers on a certain time and space circumstances, which aimed at developing and improving life, promoting life quality and realizing the value and significance of life. It is characterized by "for-me-ness" and "for-anybody else", rationalness and irrationalness, routine and unroutine , homogeneity and, heterogeneity, relative stability and dynamic generativeness. Teaching life can be divided into different types according to different criterions, such as routine teaching life and unroutine teaching life, rational teaching life, moral teaching life and aesthetic appreciation teaching life. Although teaching life belongs to social life, it is different from life modality like everyday life, mental life and political life, and which is also different from correlated categories like teaching activity and teaching practice, they can't be confused and equated with each other.Value is the positive effects on and implications for the subject exerted by an object. Teaching carries different kinds of value. As far as teachers are concerned, teaching is the process in which a teacher makes self-confirmation and fulfills self-development. It has innate values such as living, developing, and enjoying values. As regards students, teaching is an important way through which the students can receive education in intelligence, esthetics, and ethics. It plays a significant role in enlightening students' reasoning, cultivating their morality and esthetics. Teaching, therefore, has the value of instructing people. Teaching is also an important means of cultural transmission, talents cultivation, and harmonious society construction, and thus carries important social values. In addition, teaching can also promote the establishing of human relationship. The value of teaching can be concrete and material, and in the meantime, it may be potential.According to Heidegger, "survival problem could be made clear only through the understanding of living activity itself. Based on the "life structure", the paper investigates the teaching life from multiple-angle, and from multiple-dimensionality, pointing out some unneglectable issues in teaching life from seven different aspects: objective of living, subject of living, process of living, space of living, time of living, relation of living, and significance of living. Take objective of living for example, which exists some problems like "simplification" or "specification" of external aims, absence of internal aims, "utilitarian" of life objective. From subject of life, it presents as the image of "sacretization", the heaviness unbearable to beings of internal body, etc. As for classroom teaching life, there exists trend for routinization and performance. Besides, for significance of life, there exist problems as "purpose and significance", ablation of "significance for existence", and hollowness of "subjective meanings".It is for kinds of problems in teaching life, which bound to alienation to some degree. As a result, the reconstruction of teaching life is imperative. It doesn't aim to completely repudiate the nowadays life of teaching in order to rebuild the universal mode of teaching life and enter into clear state; while it aims to make the teaching life as a process for teachers' ego development, ego integrity, self-confirmation and self-actualization rather than beyond teachers' alien labor. The reconstruction of teaching life cannot be built overnight but be "on the way ", for "alienation and alienation conquering are on the same practical way." The reconstruction of teaching life was influenced and restricted by its internal and external conditions. Internal conditions include teacher belief, concept and consciousness, knowledge and the competence, etc. External conditions include daily life, teacher culture, school system, etc. The reconstruction of teaching life is not spontaneous, which couldn't live without teachers' positively and actively struggle. Thus, for teachers themselves, the effective ways to reconstruct the teaching life are to discover and experience, to reflect and criticize, to create and exceed, and to understand and talk.People should not only strive for "live", but also try to "search for meaning", to "live better", and aim to look for life with realm. There are different realms of teaching life, including state of freedom, state of aesthetic judgment, state of harmoniousness, and state of well-being. They are inseparable, but they inter-restrict and interconvert with each other.