Study On The Existential Way Of "Famous Teachers" In Primary And Middle Schools

"Famous Teacher" is an important and special group of teachers in primary and secondary schools in China.Studying the phenomena of the "famous teacher",the existence of the "famous teacher",and the educational responsibility and mission of the "famous teacher" have important practical significance.This paper uses literature research method and comparative method to study the reason and mechanism of "famous teacher" in primary and secondary schools,and selects three generations of "famous teachers" since the 1980 s to explain their conditions,mechanisms and the way of existence after being famous.To interpret the conditions,the way of recognition and the way of being named after the name of the "famous teacher" in each generation.The purpose of the article is to compare the commonalities and personalities of the three famous “famous teachers” and to compare the status of teachers after their fame.Explore the historical responsibility and mission of the "famous teacher" in different eras.This paper has four chapters:The first chapter is the introduction part mainly introduces the background of predecessors' research on "famous teachers",the origin and significance of the research.Summarize the previous literature review of "famous teacher" and explain the article's research ideas and research methods.The second chapter is about the general mechanism and characteristics of the "famous teacher".It analyzes the reasons for the fame of the "famous teacher" from the aspects of the concept connotation of the "famous teacher",the general characteristics of the "famous teacher",and the production mechanism,etc.Analyze the internal and external factors of "famous teacher" fame.The third chapter is the “existence method” of several generations of “famous teachers”.Divided three generations of "famous divisions" and analyzed each generation of "famous divisions" for "name",recognition methods,and survival methods.It is concluded that the three generations of “famous teachers” became inseparable from the social background,educational needs,and subjective aspirations.However,the times were different,and “acquisition of names” was also unique.Although they all need professional recognition,recognition,and social recognition,the recognition methods of each generation of “famous teachers” are different.After becoming famous,in order to better exercise social responsibilities,the latter two generations of “famous teachers” have emerged in new forms on the basis of inheriting the previous generation.The fourth chapter reconsiders the name,reality,and responsibility of the "famous teachers." This paper aims at the problem of imbalance,re-growth and alienation of the group structure behind the phenomenon of "famous teacher".Re-recognize the relationship in "name,reality and responsibility" of "famous teachers".This article believes that only with the social development,based on teaching practice,adhering to advancing with the times,self-reflection "famous teacher" can maintain the status of "name" and "real",and become a real "famous teacher." In reality,we must clarify the relationship between the "famous teacher" and ordinary teachers in terms of education,teaching,team leadership,and social responsibility.We must not transfer the responsibility of non-"famous teachers" to them.