A Research On Young Female Teachers' Campus Lived Experience In N Rural Middle School

With the research attitude of"Back to Things Themselves", this study attempts to pay attention to rural young female teachers'real life in the school with the Phenomenology Pedagogical angle of view. Key by way spot inspection, interview, material object collection and so on, through the researcher and the research object direct contact, the observation, the conversation, the understanding, it gains rural young female teachers'real feelings, as well as with this correlation campus life situation. It aims to prove what the rural young female teachers'campus life is like currently? Why so? This research is from rural young female teachers'real feelings and experience in the school, which is shown really by way of their detailed account, with the interpretation of these text, we can get the theme gradually.The lived experience research is by realizes the main body the innermost feelings to experience demonstrated."Life-world is an experiencing world instantaneously,""In life-world we have lived experience". Such kind of theories can serve for practice well. In order to pay attention to rural young female teachers'campus lived experience, we must focus on the question of"What is the campus lived experience of rural young female teachers?"The research is from experience of the main facets campus life. It thoroughly analyzes that these main facets of campus lived experience would bring about impact to rural young female teachers, through their innermost feelings experience description, real unfolds in their life and the heart experience, and this kind of experience reflection is taken consciousness main body rural young female teachers occur relations. The research shows that rural young female teachers prone to have negative experience in class teaching. Rural young female teachers have a poor class management. When they encountered problems, they tend to blame themselves as women, so they haven't earned due respect of their students. Rural young female teachers'extra-curricular life is monotony. Rural young female teachers are at a disadvantage in their professional development, so they experience frustration, loss and confusion. There are hidden interpersonal conflicts among rural young female teachers. Rigidity in the school system management makes rural young female teachers work in alienation of the world. The dual pressures of family and career for rural young female teachers make them physically and mentally fatigued. All these experiences more or less affected the professional growth and development of rural young female teachers. Meanwhile, the research is from three respects that are social culture, school culture and individual teacher herself to analyze the influencing factors to rural young female teachers'campus lived experience.The research attempts to"deep draw"real lived experience of rural young female teachers in the school and construct its basic framework to reveal its significance to education. It also tries to cause people to focus more on rural young female teachers' experience and think about how to improve the rural school culture in order to better promote their healthy life and growth. The article also reconsiders the status of rural young female teachers in the school, coming up with the call that rural young female teachers shall have a better school life. Rural young female teachers are living in the real world, if their lived experience is paid attention to and respected, so is the students'.It is a creative way to make research in terms of"lived experience". I wish this article have certain inspiration and reference to related research.