Narrative Research On The Living State Of A "Post-1940s" Teacher In Junior Middle School

In the field of education research in our country,more attention has been paid to the teachers' ought-to-be living state,but less to the actual one for a long time.This paper focuses on one single teacher.This article tries to describe the teachers' real and living story to see the changes of Chinese society and living state of teachers under this to find out how does an ordinary teacher's personal life experience interweave the trends of time together,feeling the ordinary teacher's hope and pain,struggle and persistence,and to deepen our understanding of teachers' personal survival.This paper does not intend to put forward a universal educational law,but to seek a situational educational significance.This research selects “quality” as the researching method,and adopts the narrative research as the specific style,drawing on the American scholar Fessler's teacher career cycle theory,and focusing on the longitudinal study of the individual living state of junior middle school teachers.By focusing on the personal growth and career of a “post-40” junior middle school teacher,this paper shows the complete career experience of a teacher,in order to arouse the thinking and attention to the living state of teachers and explore the ways to strengthen the construction of the teacher team.The research found that the specific era background,social change,life pressure and professional happiness,professional awareness,teachers' sense of mission and teachers' self-awareness and other factors have a very profound impact on teachers' living state.Through sorting out the key events and important people in Teacher X's career,we can get: enlightenment and reflection on the "philosophy of life","humanism" and "selfawakening" of the teacher's role,as well as enlightenment and reflection obtained by the researchers themselves.