A Narrative Inquiry On Primary Chinese Researcher-teacher

With the rise of the world education reform, people are increasingly concerned about teachers’professional development，Stenhouse’s "teachers as researchers" has become the new requirements ofteachers’ role.With the enhancement of the quality of teachers and the development of the new curriculumreform in our country," research on teacher " and "teacher does research" has been a hotspot of educationtheoretical and practice field,"researcher-teacher" has become a common topic. But now most research hasfocused on primary and secondary school teachers should be "researcher-teacher", what"researcher-teacher" could be and how to be "researcher-teacher", while paying less attention to"researcher-teachers" how to grow, even ignoring the specific situation of teachers’ life and work.Based on that, an outstanding primary Chinese teacher M is invited as the partner in this study with themethod of narrative inquiry. Carrying on a long-term meticulous observation and interviews for M basedon respect and trust, and to find out fresh stories from her life and work. Firstly, through M’s livingenvironment, learning career and work process to demonstrate the growth path. Secondly, based on thisbackground uncover her research course. She experienced accumulated experience period and plateaureaction period, and she is also experiencing breakthrough development period. Then, the authordescribes M’s understanding and practice of "research". She believes that primary Chinese teachers’research is necessary and feasible, but research is a sub-fields and hierarchical, primary Chinese teachers’research should be combined with practice and service practice. In the process of research, she has focusedon pupils’ study habits and learning interest, emphasized on reading, listening and speaking of Chinese, shehas also strived to connect Chinese with life. Her research is educational action research, research foraction, research of action, research in action.On the basis of above, according to the actual situation of M,the author summarizes the external and internal factors which effect the growth of researcher-teacher. Theinternal factors such as aggressive, passion for education, quality of research are the engine ofresearcher-teachers’ growth. To practice the real research, teachers should put education, learning andresearch combined. You have to make an effort to e a careful person for education and a lifelong learnerand a reflective researcher. External factors should be the protection of researcher-teachers’ growth. Every aspect of the school and outside should create favorable conditions to promote the growth ofresearcher-teacher. Reasonable and effective management system, feasible school-based training,professional guidance, and strong social support system are the most important external security forresearcher-teachers’ growth.