Problems And Reflection On Primary School Teachers’ Educational Narratives

With the development of education and teaching reform in our country, the idea ofresearching on education and teaching gradually win support among the people, whichcan also bring great benefits to primary school teachers for their professional growth. Thenew curriculum reform in full swing nowadays puts forward the new request to primaryschool teachers, that is, being good at analysis and teaching reflection of educational andteaching behavior to continuously improve the level of education and teaching.Educational narratives, which meet the objective requirement of "education researchreturn to education reality", have quickly entered the field of education under thiscircumstance. An educational narrative is a basic way of organizing all kinds ofexperience into a thing of practical significance, and a course of restructuring narrativeactivities in real life of education. In this process, narrative researchers organize educationexperience into significant events based on educational life world, and by analyzing of theevent description, they try to dig out the ideal of education, educational belief, as well aseducational theory which hide behind educational events, to reveal the nature andmeaning of Education. On one hand, the language of educational narratives comes fromteachers’ daily discourse, which is easy to control and can be accurately used by primaryschool teachers. On the other hand, educational narratives are not as stereotype as otherresearch of educational theory, which makes them meet the standard and demands ofprimary school teachers as non-professional researchers. Educational narratives aregreatly welcomed by primary school teachers because they turn the pursuit of a universallaw of education to exploration of the contextual meanings of education, that’s why theyquickly become an effective way of teaching research and promoting the development forprimary school teachers.The thesis takes articles in "Shandong Education" magazine for example, makesresearch by literature research method and interviewing method, summarizes thecharacteristic, status and significance of educational narratives written by primary schoolteachers. By interviewing a couple of primary school teachers, the thesis discovers severalexisting problems in the course of making educational narratives by primary schoolteachers, and then explores effective ways for the benign development of primary schoolteachers’ educational narratives. This thesis can provide useful ideas and instructions forprimary school teachers to carry out educational narrative research in the future, and it canalso provide reference and suggestions for education department to solve the problemsand improve primary school teachers’ educational narratives, thus promote professionaldevelopment of primary school teachers themselves as well as healthy development ofprimary school teachers’ educational narrative research.The research consists of four different parts. The first part is "Introduction", whichintroduces why the problems of primary school teachers’ educational narratives arebrought up and the meaning of this research. After retrieving the research status andexisting problems of educational narratives at home and abroad, this part makes a detailedexplanation of the research plan from different aspects, for example, research objectives,research content, research ideas, innovation and further research points, as well aspossible difficulties of the research, which consolidates at every step to make sureeverything’s considered whether important or trivial. The second part is "A Summary of Primary School Teachers’ Educational NarrativeResearch". A few articles of education narratives in "Shandong Education" magazine arechosen as the objects of the study, and interviews and communications are made betweenthe researcher and the authors of those articles, to show the status, characteristics, andsignificance of primary school teachers’ educational narrative research, and lay a solidtheoretical foundation for carrying out future research.The third part is "Analysis of Existing Problems and Genesis of Primary SchoolTeachers’ Educational Narratives". It summarizes research results of the former two parts,and makes a conclusion of some main existing problems of primary school teachers’education narratives by further data analysis and giving examples of articles. Also, thispart analyses the causes of those problems in primary school teachers’ educationnarratives from mode of thinking respect, utilitarianism respect, teachers themselvesrespect, and external objective environment respect, and then takes a deep thinking of it.The last part is "Countermeasures of Primary School Teachers’ Educational NarrativeResearch Problems". According to the research results, this part bases on the formerresearch findings to put forward some effective ways of promoting primary schoolteachers’ education narrative research and makes detailed explanations in six respects, thatis, strengthening the understanding, shifting in thinking, guiding the direction, controllingthe method, improving the ability, and improving the conditions.At the end of the thesis, the deficiency and shortage of the research is pointed out,and the paper also gives some new directions and views of subsequent research in thefuture. By trying to show some prospects of primary school teachers’ education narrativeresearch, the thesis aims to resonant across current educational circle and society, as wellas to call on relevant researchers to pay close attention to primary school teachers’education narrative research, thus makes it traceable for primary school teachers to carryout further education narrative research.