Lived Experience Research Of Primary And Secondary Teachers’ Teaching Life

Teaching as teachers’ life activity, neither in life, nor outside life, but be itself. A collection ofthe relationship in teachers’ life, including the relationship between teachers and their roles,students, and relationship the school, meanwhile, it should also incorporate with parents and socialenvironment. It is in a certain time and space environment, the teacher take part in the life activitiesin order to improve the quality of life, and realize all kinds of value and objective.For a teacher, teaching life itself is the only certain."Teachers’ lived Experience" as thisresearch perspective, it includes two aspects——teachers’ awareness and the relationship betweenteachers and students, in order to draw a outline of the general situation survey of teachers’ teachinglife. For example, from the description of the teachers’ experience in and out of class to pry intoteachers’ awareness. In the class,“the teacher” let student who is late stand at the door, the studentuse to do the ritualized actions——shout "report"-"come in", after some times, the discipline ofstudents’ body is completed.“I” am a "teacher", reflecting the invisible door cut the completenessof the experience of time and space of class, in class, the body image of the teacher is"sanctification". From a commanding point of view, the time they experience is orderly, accuracy,immediately. After class,“I” am a "student", especially in the office. In order not to become a"stranger", teacher have to join the office discuss of other teachers, even it will extend his lessonpreparation time. The private space of office is little, the body of teacher is tight, and teachers’activities after class are single, repetition. The time they experience is unordered, fuzzy, andcontinuity. The experience of space and time in and after class reflects the conflict the innovationand conservative of the teachers’ awareness in change phase.In the relationship between teachers and students, different teachers have different experienceto teacher’s love. Some think that love is "Hate iron not to produce", is “Can not be too much morelove ", is a hug in progress, although sometimes with a good and loving purpose for students,eventually led to the piles of homework. Sometimes teacher experience his love for students isregarded as a senior nurse by parents, even by students, which is a disappointed and sad thing forthem. When facing the students call, however, teachers’ first reaction will simply make a properresponse from the angle of pedagogy to help the students. All of the explanation is the teacher’slove. It is because of to some extent "alienation" exists in the teaching life; therefore, the urgentneed is to rebuild the teaching life. This is not to deny the reality teaching life, but to make theteaching life as a real development for teachers, which is a process of confirm, and self-realization,rather than a kind of alienation of labor. Reconstruction of teaching life, however, is not achievedovernight. There are three aspects to constraints and influence the reconstruction of teaching life——the consciousness of teachers, the time and space of school. From the aspect of the teachers’consciousness, we should value teacher’s main body status from the ethics of education or thecourse itself, establishing teachers’ self care aesthetic image, in order to pursuit of the inter-subjective relationship between teachers and students. In terms of school space, open the door ofthe classroom, efforts to promote the classroom opening to students and the teachers, at the sametime, open the classroom combined with teachers’ internal open. In terms of school time, we shouldrespect teacher s’ intrinsic time, and promote the symbiosis of cycle time and linear time view. Inthe aspect of the relationship between teachers and students, we should further clarify how to love,change the entity epistemology of homework. Let the teacher’s love become the power and sourceto promote their professional growth.Reconstruction of teaching life is not spontaneous, which can’t do without teachers’independent efforts. Therefore, the reconstruction of teaching life ultimately depends on teacher’sdiscovery and experience, reflection and criticism, innovation and beyond, as well asunderstanding and dialogue. Education is not a simple intellectual, mechanical work; it needs agood environment, the proper timing, timely guidance, reasonable manner and timely feedback andevaluation. The artistic and professional quality of the teacher’s career also determinate thebehavior of teachers deeds to the wisdom of the teacher, it is the pedagogical attainment thatincludes the moral quality, knowledge quality, ability quality and professional attainment of mentalhealth education quality. Only by Teachers make efforts to improve the education quality willPedagogy really happened. At the same time, a higher pedagogical attainment of teachers can trulyget the social recognition and highly esteemed, reshape the teacher’s teaching life can becomepossible.