Reformed Teacher

Education reform is a dynamic development process. The reform of basic education is based on policy discourse and academic discourse, which makes teachers often in a weak position, showing the loss of discourse right and subject identity. The reform of basic education is deepening day by day, most researches on the effectiveness of the reform are focus on that when the top designers of the reform found education practice didn't accord to the design concept, the teacher's own quality and refusal of the new ideas and concepts are considered to the main reason that make the reform difficult to promote, while neglect to understand the rationality and the localization practice of the reform from the perspective of teachers'.The reform of class management system takes place in the class which is the most basic unit in the school, and it's initiated by the W school. It is usually that the head teacher is in charge of the class management affairs alone, after the reform of class management system, the class education group will bear collective responsibility for the class management affairs. The reform suggests that the head teacher should liberate from the transactional work and exert the other teachers'enthusiasm. The reform changes the teachers' daily work status and living conditions, considers each teacher's subjective role in the play. So it involves the vital interests of all the teachers, and thus has far-reaching significance. The research revolves around the process of the class management system reform carried out by the W school, tunes the research perspective from the explicit platform and the great environment of school to the individual teacher's roles and situations. The research also shows the contradictions and conflicts between the school's various forces in the process of the reform, and then demonstrates the richness and openness in the construction of teachers' identities.The structure of this paper consists of five parts.The first chapter is the introduction, which introduces the origin of this study, literature review, research methods, and the definition of the core concepts. The second chapter is "The background of W school--a joint stock private school", mainly expounds the birth of class management system reform, and describes why the reform occurred in such a private school from the school background, then shows the interest demands of all parties in the school. The third chapter is "The demands of institution—the construction of teacher's identity", teachers are regarded as the most critical factor in the reform, so they are given multiple identities and roles. This chapter describes how the reform designer controls the teacher's behavior and makes teacher had to serve the reform from three different aspects that theoretic construction, institutional constraints and evaluation mechanism. The fourth chapter is "Teachers' practice--the reformed teacher", this chapter retunes to the school practice field, attempts to describe the school real scenes and teachers living state, and discusses the teachers'real attitudes towards the reform. The fifth chapter is the conclusion, which summarizes the full text from two aspects, the reflection of the reform itself and the reflection on the construction of teacher's identity. The research elaborates the process of the class management system reform from the ideal to the practice, the description of each level contains real pressure and resistance that the teacher faced. Under the definition of the outside world, teacher become a passive reformer, the weak position in the reform construct their identities.