Grade Teacher Development Needs Of A Rural Language And Life Experiences Of Narrative Research

In the National Educational Development Conference held in 1999, ex-president Jiang Zemin stressed, "Great importance should be attached to rural education, for there are 0.9 billion out of 1.2 billion people living in rural areas. Whether they can have a good education or not is crucial to the realization of well-being life and modernization in the countryside." So, improving the quality of rural education and reinforcing the development of rural teachers has become a requirement of the social development. There are several factors which put off rural teachers' development, and the necessity of development is the main one, which is the vital incentive for their constant development. Adopting a new methodology — narrative research, this research chooses a distinguished teacher L who teaches Chinese in the suburb of Beijing and studies his necessity of development and lifeexperience so as to give an example for the development of rural teachers. The thesis is composed of five parts:Chapter One is the introduction, which tells the reason of researching the necessity of teacher's development and as well explains the method used in this research — narrative research.Chapter Two is about the life story of the teacher L, which includes four parts: my first impression of teacher L; teacher L's life as a substituting teacher; teacher L's life as a normal teacher and teacher L's life as a teaching researcher. The reason, real performance and troubles in different stages will be expounded.Chapter Three, based on Chapter Two, mainly analyses the relationship between the necessity of teacher s' development and their life experience. The first segment analyses the features of the necessity of teacher L's of development: the necessity of teacher L's development shows different layers; the necessity of teacher L's development is closely related to his understanding of the nature of teaching as a profession. The formation of the necessity of teacher L's of development is discussed in the second segment, which includes: group development is the precondition for the necessity of teacher L's development; the change of his role in teaching post acts as the source for the necessity of teacher L's development; obedience to and transcendence over mass regulation constitutes the catalyst for the necessity of teacher L's development. The third segment is about the internal and external conditions that influence the necessity of teacher L's development. Internal conditions include his personality, such as persistency, pursuing progress, down-to-earth spirit, etc. External conditions include his life experience and social environment (covering social economic environment, social group and social innovation).The Conclusion part briefly tells about some ideas arising in the research and certain aspects which need continuing work in this research.The Appendix consists of the outline of interview and excerpts from teacher L's diary.