城市化的进程大步向前。20世纪90年代至今，打工子弟学校的存在成为城市一道独特的“风景”。打工子弟学校教师和全国各地的务工人员一样来到了大城市，他们拿起粉笔，走进校舍中。教书成为了他们的生存手段和方式。他们生存状态的改善不仅对于自身还是教育事业的优质均衡发展都具有重要的社会意义。

本文以田野调查和个案研究为基本方法论，对北京市C小学打工子弟学校教师李秀云的生存状态进行了长达一年半多的田野调查研究。通过参与观察、访谈等，获得了大量真实、可靠的田野资料。首先，研究将深描以揭示李秀云老师的生存状态。在此基础上，探寻影响李秀云老师生存状态的原因。最后，为改善以李秀云老师为典型的这类打工子弟学校教师的生存状态提供对策建议。本文共分为四章：

第一章先对北京打工子弟学校政策和发展情况作了简要梳理，便于后续进一步把握、了解学校变迁对于李秀云老师生存状态的影响。然后对李秀云老师所在学校的历史发展、办学氛围等进行了描述，交代其工作和生存环境，为后文生存状态的分析研究奠定基础；

第二章基于“在场”的人类学观察，对李秀云老师的生存状态进行详细展开和提炼，以求对物质生存、精神生存、专业生存、社会生存状态有更加深入、准确的了解；

第三章借助人类学的“阈限”理论概念对李秀云老师的生存状态进行特点归纳和原因探究，发现“阶段性”与“阈限性”是其生存状态的基本特点。具体呈现出“适应期—沉淀期—低迷期”三阶段的变化特点和制度阈限、物质阈限、精神阈限。究其原因是政策制度主导、学校平台限制、个体主观应对共同作用的结果；

        第四章从政府、学校、个人三个层面，提出对打工子弟学校教师生存状态的改善对策，分别是：政府调整刚性政策、学校提供发展平台、个人追求自主建构。

The process of urbanization is moving forward. From the 1990s to the present, the existence of schools for migrant children has become a unique "landscape" of the city. Teachers from schools for migrant children came to big cities like migrant workers from all over the country, picked up the chalk, and walked into the school building. Teaching has become their means and way of survival. The improvement of their living conditions has important social significance not only for themselves but also for the high-quality and balanced development of education.

This article uses field investigations and case studies as the basic methodology to conduct field investigations and researches on the living conditions of Li Xiuyun, a teacher at the Beijing C Elementary School for Migrant Children School for more than one and a half years. Through participating in observations, interviews, a large amount of real and reliable field data has been obtained. First of all, the research will be in-depth description to reveal the living condition of Li Xiuyun. On this basis, explore the reasons that affect teacher Li Xiuyun's living condition. Finally, it provides countermeasures and suggestions to improve the living conditions of teachers in schools for migrant children who are typical of Li Xiuyun. This article is divided into four chapters:

The first chapter briefly reviews the policy and development of Beijing migrant children’s school, so as to further grasp and understand the impact of school changes on Li Xiuyun’s living conditions. Then it describes the historical development and atmosphere of Li Xiuyun’s school, and explains her work and living environment, which lays the foundation for the analysis of the survival state in the following article;

The second chapter is based on the "present" anthropological observations, detailed development and refinement of Li Xiuyun's living state, in order to have a more in-depth and accurate understanding of material existence, spiritual survival, professional survival, and social survival state;

The third chapter uses the anthropological "threshold" theoretical concept to summarize the characteristics of teacher Li Xiuyun's living state and explore the reasons, and finds that "stage" and "threshold" are the basic characteristics of her living state. Specifically, it shows the characteristics of changes in the three stages of "adaptation period-precipitation period-downturn period" and institutional thresholds, material thresholds, and spiritual thresholds. The reason is the result of the combination of policy system leading, school platform restrictions, and individual subjective responses;

Chapter 4 proposes strategies to improve the living conditions of teachers in schools for migrant children from the three levels of the government, schools, and individuals: the government adjusts rigid policies, schools provide development platforms, and individuals pursue independent construction.