A Narrative Study On The Teaching Life Of A Rural Primary School Music Teacher

The professional development of teachers is the key to improving the quality of education.It is an important factor in education reform,and it is also a fundamental guarantee for the promotion of student development.Teaching life,as the realistic basis of teachers’ professional development,determines their professional development level which also affects the quality of their teaching life.However,most of the researches on the teaching life of rural teachers is still at a relatively explicit level,since almost all of them are only researches about teachers from an objective aspect.In fact,teachers are the main body of teaching life.The current research has not yet penetrated into the heart of rural teachers to get the information of their inner world.In this study,a rural elementary school music teacher is the object of the study.Using a method of narrative research,through a large number of primary sources,it tells the story of the teaching life of rural elementary school music teachers from three dimensions: time,space and relationship.These dimensions provide a panoramic perspective in demonstrating the real life of rural elementary school music teachers.Through the study of Professor W’s teaching life,the author finds that the main factors influencing the teaching life of rural primary school music teachers are:the trans-school teaching mode,the opportunities it brings,heavy and trivial work,unclear incentive mechanism,unreasonable curriculum arrangement,lack of home-school connections,and excessive expectations of rural teachers.In addition to Professor W’s teaching life stories which provide readers with a source for them to read,think,and to appreciate,the author also puts forward her own suggestions on how to live a happy and complete life for the rural music teachers: to establish relevant rules and regulations;to use multiple incentives to improve the teacher’s incentive mechanism;to optimize course schedules to improve the quality of education in rural areas;to strengthen home-school connections to create a good learning atmosphere for students;to place reasonable career expectations on rural teachers.