Body Ballet - Research On The Growth Of New Teachers In The Perspective Of Daily Life

Modern teachers as professional groups emerge with more than a hundred years of modernization in China.The emergence and evolution of teachers' groups can become a micro-perspective for observing the process of modernization in China.The improvement of teachers' literacy is the key link in the modernization of education.Therefore,under the background of everyday life,the growth process of beginning teachers has become a theme of research with practical significance and theoretical value.This study uses the theory of everyday life as a theoretical perspective to focus on the theme of the growth of beginning teachers.With reference to the research paradigm of educational historical cultural anthropology,this study adopts a combination of phenomenological and anthropological research strategies.In the study,first,we reviewed the theoretical context and key concepts of the everyday life shift.Based on this,we used methods of interview and participation observation to examine beginning teachers in C City,physical encounter and growth experience.The main findings are as follows:From the perspective of theories,the study of the shift from ‘everyday life'mainly includes the phenomenological approach under the influence of Husserl and Heidegger,the critique of everyday life under the influence of Marx,and the daily deconstruction study under the influence of Nietzsche.The shift in the everyday life of anthropology is reflected in the critique of the anthropological knowledge production methods and expression methods.The anthropological research after turning gradually began to pay attention to themes such as the body and emotions.Deification has become an influential theoretical perspective.The German educational historical and cultural anthropology takes the ‘Human Image' as the core research object and puts forward the methodological proposition that the ‘History' and ‘Culture' perspectives are equal,universality and diversity are unified.The above-mentioned theoretical context and methodological claims have become the theoretical framework of this study.In school everyday life,the beginning teachers face many challenges in their growth under the influence of modernity.First,the linear time concept underlying the operation of modern management methods and the multiple time frame behind the everyday life of the school have an inevitable internal conflict,which becomes a time problem in the daily life of new teachers.Second,the decline of the system of units and the growing trend of individualization have become the subject of school space conflicts that new teachers face.Third,the ‘reality shocks' faced by the new teachers' schools in their everyday lives reflect that they are lack of the ‘framework' and ‘reflexivity experience' of organizational experience.The beginning teachers grow with the difficulty of constructing the identity problem.In many contemporary theoretical discourses,many teacher roles have been set from the functional and professional dimensions,but the inherent contradictions between these roles cannot be overcome.From the perspective of history,the historical evolution of the ‘teacher image' is the cultural context for the growth of contemporary teachers.Ancient China established the model of Confucius as a teacher.However,in the process of historical development,especially with the rise of the imperial examination system,the role of the teacher experienced a process of ‘desanctification',and its status is in a declining trend.Teachers in the modernization process was excluded from the center of political power and became independent professional groups.The requirements of ‘professional ethics' showed a swing between ‘specialization' and ‘de-professionalization'.From the perspective of the body,the process of becoming a teacher is the process of identity construction.The ‘emotional labor' of teachers is a major problem faced by new teachers.Most of the previous researches on teacher education focused on teachers' knowledge composition and teaching ability from the perspective of cognition.The anthropological study on learning pointed out that situation and participation is of great value to the novice learning and identity acquisition.From the perspective of embodiment of the beginning teacher.The process of learning is the process of forming and improving the sense of body in the context of teaching.From the perspective of performativity,in the growth of beginning teachers,the formation of perception of rhythm in classroom teaching is the key point to the improvement of teaching ability.The growth of beginning teachers is the process of ‘self-generation' and the continuous self-renewal.