Rural Junior High School Teachers Teaching Life Situation And To Improve The Path

For a long time, research on teaching theory has been deeply influenced by two research paradigms—positivism and scientism. Concretely speaking,research on teaching theory dismembered by instrumental rationality unilaterally pays attention to teaching value as regards to students; or dismembered by technical rationality unilaterally pay attention to instructive technique. This deletion brings negative impacts. For example, teachers can not fully exert their subjectivity; teachers can not cultivate "sense of holiness"; teachers can not realize the meaning of sacrifice.Such situation is totally a deficiency to both teachers development as "a whole man" and the development of teaching cause.While, research on teaching life of rural teachers will contribute to the expansion of research view and enrichment of research perspective. Also,it is certain be helpful to conduct teachers to live a "whole man" life and provide new solutions to the dilemma of rural teachers professional development.Teaching life refers to autonomous life activities carried out by teachers on school circumstances, which aims at developing and promoting life quality of both teachers and students. As a structural existence, teaching life can be divided into different elements, such as objective of living, time of living, space of living, relation of living and meaning of living. The putting forward of "teaching life" concept lies in such theoretical basis:Marxism epistemology, philosophy of existence and the theory of life-world. As far as teachers concerned, teaching carries different kinds of value. Teaching is the process in which teachers fulfill survival needs,accumulate practical knowledge,improve their morality,enrich their aesthetic experience and enjoy teaching.Based on the" teacher self-development",the paper investigates the rural teachers' teaching life from multiple-dimensionality, pointing out some problems from different aspects:objective of living, time of living, space of living,relation of living and professional aspiration. Take some for example, for objective of living, there exists problem as the absence of subjective life meaning;for time of living,there exists problem as "hasty walker"; for space of living,there exists problem as privation and isolation;for relationship of living,there presents problems such as division between role and personality,conflict between ideal and reality, the discrete relationship between teachers and parents and so on. Analyzing the reasons, this paper concludes the following:inveteracy of the Chinese traditional culture—extremely emphasizing collectivity; imperceptibly influence of rural local culture; anomie of the traditional value orientation in social transformation period;high expectation difficult to bear; deletion of family education and poorness of rural community culture;unscientific educational idea of rural parents,such as:high expectation, valuing result unilaterally and high degree of trust to teachers, which aggravate teachers' psychological burden.Considering that problems have seriously affected the teachers'life quality and education cause development, As a result, the reconstruction of teaching life is imperative.The value demand of the reconstruction of teaching life are reappearing of teachers subjective value and filling of teachers subjective significance. Specific paths of constructing are as follows: establishing sense of humanism, elevating self-consciousness, cultivating professional ideal, constructing new types of school culture and carrying out self-reflection.