已有教师角色的研究和教师日常生活的呈现，具有多视角、多学科特点，主题多聚焦于教师角色的组成元素、宏观背景下的生活状态等等，相对忽视教师在新媒介时代角色的时代性差异，存在一定片面性。鉴于新媒介对于教师发展和全部教育工作的重要性，深入考察日常生活背景下教师在新媒介世界中的成长过程势必成为一个具有现实意义和理论价值的研究任务。

本研究采用质性研究方法，选用“滚雪球”的方式进行抽样，以10名小学教师作为研究对象，在描摹教师媒介生活表征的基础之上，基于戈夫曼的拟剧理论着重探究了小学教师的自我呈现策略和基于此所构筑的角色，深入描绘教师数字媒介实践、考察教师的日常生活。研究的主要发现如下。

小学教师媒介生活的具体表征，主要分为专业发展、教书育人和协同合作三个板块。具体表现为：（1）专业发展方面，小学教师将现代媒介视为一种发展的动力机制，通过与同行跨时空的媒介互动实现经验积累，但在职业认同方面也会遭遇网络噪音的消极影响。（2）教书育人方面，新媒介时代的小学教师在教育目标、教育对象、教育内容和教育理念方面有所革新，但也面临一定挑战。（3）协同合作方面，小学教师与多样化的媒介设备打交道已经“习以为常”，但在媒介技术泛滥的时代往往难以处理好与家长、领导和同事的关系。

而就小学教师的印象管理现状和自我呈现策略而言，这一群体往往采取理想化的手段以形塑个体的专业角色，采取神秘化的策略实现对公众和家长的不同掩饰，采取补救型的策略改善小学教师个体或群体的角色形象，并在剧班共谋的基础上形成差异化的身份呈现。其动因主要包括议题表达、人际交往和自我保护。

研究还发现，小学教师在媒介生活中的发展困境主要源自其作为媒介公民和作为媒介教育者两种身份之间的张力，以及对社会性角色、工作性角色和生活性角色的全面追寻而产生的失落。走出这一困境的重要前提，就是回归教师角色的同一性的合理建构。而小学教师媒介生活中角色同一性的合理建构，有赖于小学教师自身媒介素养的提高，并践行积极的实践策略。与此同时，这一同一性建构还需要从政策角度更新教师角色话语、从媒体专业性角度维护教师媒介形象，从而为小学教师幸福生活在媒介世界中予以外部保障。

          The existing research on teachers' role and the presentation of teachers' daily life are characterized by multi-perspectives and multi-disciplines. The themes mostly focus on the components of teachers' role, the living conditions under the macro background, etc., and relatively ignore the time differences of teachers' roles in the new media era, which is one-sided. In view of the importance of new media for teachers' development and all educational work, it is bound to become a research task with practical significance and theoretical value to deeply investigate the growth process of teachers in the new media world under the background of daily life.

 This study adopts the qualitative research method, selects "snowball" method for sampling, and takes 10 primary school teachers as the research objects. On the basis of describing the representation of teachers' media life, based on Gofman's theory of parody, it focuses on exploring the self-presentation strategies of primary school teachers and their roles based on this, deeply depicting teachers' digital media practice and investigating teachers' daily life. The main findings of the study are as follows. 

The concrete representation of primary school teachers' media practice is mainly dividedinto three parts: professional development, teaching and educating people and cooperation. Specifically, it is shown as follows: (1) In terms of professional development, primary school teachers regard modern media as a dynamic mechanism for development, and realize experience accumulation through media interaction with peers across time and space, but they will also encounter the  negative impact of network noise in terms of professional identity. (2) In terms of teaching and educating people, primary school teachers in the new media era have made some innovations in educational objectives, educational objects, educational contents and educational concepts, but they are also facing certain challenges. (3) In terms of cooperation, primary school teachers have become "accustomed" to dealing with diversified media equipment, but it is often difficult to handle the relationship with parents, leaders and colleagues in the era of media technology flooding.

 As far as the present situation of primary school teachers' impression management andself-presentation strategies are concerned, this group often adopts idealized means to shape individual professional roles, adopts mystification strategies to cover up the public and parents differently, adopts remedial strategies to improve the role image of primary school teachers as individuals or groups, and forms differentiated identity presentation on the basis of collusion between drama classes. Its motivation mainly includes topic expression, interpersonalcommunication and self-protection.

 It is also found that the development dilemma of primary schools in media life is mainlydue to the tension between their two identities as media citizens and media educators, and the loss caused by their comprehensive pursuit of social roles, working roles and life roles. An important prerequisite for getting out of this dilemma is to return to the identity of teachers' roles. The reasonable construction of primary school teachers' role identity in media life depends on the improvement of primary school teachers' own media literacy and the implementation of active practical strategies. At the same time, this identity construction also needs to update teachers' role discourse from the perspective of policy and maintain teachers' media image from the perspective of media professionalism, so as to provide external guarantee for primary school teachers to live happily in the media world.