Helplessly Watch

Team of teachers in rural areas is one of the key factors restricting the development of rural education,and also affects the quality upgrade of rural education. In recent years, many of the results of theoreticalstudies on teachers ’professional growth, but also the issue of rural teachers, rural teachers’ professionalgrowth, as well as related to rural education and teaching reform of the system. And theoretical studiesassociated with the policy initiatives of government to solve the rural education and teachers come to thefore a lot of proven experience and practice patterns. On the whole, rural education reform and teacherdevelopment has been the solution to a certain extent, from the local and micro point of view, there aremany more complex issues and practical difficulties to face. This study, starting from the day-to-day formof some of the details of rural education and teachers living, with the narrative method of inquiry, tore-"discovered" and thinking of the life world of the rural teachers, looking for the impact and restrictingthe development of rural teachers, factors, and attempt to communicate professional education theory andpractice of rural education, the right path.Into the scene of rural education, to undertake a thorough investigation and understanding of the livesof the rural teachers. The author mainly through the scenes of life fragments of specific individuals of thethree teachers on their daily teaching life, teachers, course, professional development, family life, socialstatus changes the course dates back to show the living conditions of rural teachers. Rural teachers teachingreal life of hardship and frustration, hardship and frustration of specific performance of individuals topursue the reality of the conflict, emotional repression, the family’s economic difficulties and the growingquiet change of social status. Last to such a revelation: the situation of rural teachers in real life is difficult,certain wishes and aspirations of the rural teachers ’professional growth, but rural teachers’ professionalgrowth is limited by the very limit of reality.Finally, rural education policy and theoretical thinking and discussion. The author believes that thesubstitute teachers,"China regular" teachers, students distribution of the normal school students of the threebackbone pillar of the rural teachers. Financial support for poor treatment of teachers, teachers of special posts, to support education, normal school students a series of policies at the implementation level,inefficient and failure is caused by teachers in rural areas can not be expanded, the lack of professionaldevelopment pathway, the main reason for low quality. This study concluded that the theory of the languagesystem and the lives of the rural teachers’ language system is not the same. Theory of language is alwaysthe general law and abstract; living language is always specific and complex, once the truth is out of actuallife does not make sense, and our thoughts on the problems of rural education should be more aspects oflife in rural teachers to understand.