本研究以江西省进贤县X农村小学的2名班主任为例，通过访谈和参与观察的方式，从工作方式、家庭生活方式和闲暇生活方式三个方面，归纳典型农村小学班主任生活方式的主要特征，并从内外部条件分析这些特征的形成原因。研究发现，典型农村小学班主任生活方式的主要特征有：（1）在工作上，两位班主任都基本尽到了自己作为班主任和科任教师的职责，但工作的积极性不高，班主任的班级管理工作主要集中在纪律管理上，缺乏对学生的个别辅导和心理支持；且缺乏提升自身教师专业素养的意识。（2）在家庭生活中，两位班主任对家庭生活的满意度较高，但家庭成员之间的互动方式较为单一；与农村男班主任相比，农村女班主任面临着更大的来自家庭生活的压力。（3）在闲暇生活中，工作日的晚上和周末是两位班主任的主要娱乐时间，他们的休闲活动方式比较单一且趋于庸俗化。生活方式的主要成因有：（1）内因：农村小学班主任的教育观念较落后；“教书育人”的教育情怀较为缺乏，对教师职业的热爱程度不高；农村小学班主任自身的经济水平较低。（2）外因：农村学校的生源问题；农村家长和社区缺乏对班主任工作的支持和协助；农村小学的管理较为松散，教师资源紧张，教研活动缺乏；“读书无用论”的兴起；社会交往环境的影响。

This study takes the two class teachers of X Rural Primary School in Jinxian County, Jiangxi Province as an example. Through interviews and participation in observation，the features of lifestyle of the typical rural primary school class teachers is summarized from three aspects: work style, family life style and leisure life style. And analyze the reasons for the formation of these features from the internal and external conditions. The study found that the features of lifestyle of typical rural primary school teacher's lifestyle are: (1) at work, the two class teachers do the basic responsibility of subject teacher and class teacher, but their enthusiasm of the work is not high, their class management is mainly focused on the management of discipline, lacks individual counseling and psychological support for students, and they lack the self-improvement of their professional awareness of teachers. (2) in the family life,they are satisfied with the family life, but the interaction between the family members is single; compared with the rural male class teacher, the rural women class teacher faces the greater pressure from the family life. (3) in the leisure life, the working day of the evening and the weekend is the two class teacher's main entertainment time, their leisure activities are relatively simple and vulgarized. The main causes of the lifestyle are: (1) internal factors: rural primary school teacher's education concept is backward; the degree of love of teaching is not high; rural primary school teacher's economic level is low. (2) external factors: the quality of rural school students; parents and the community lack the support to the work of the class teacher; rural primary school management is loose, teachers, lack of teacher resources, lack of teaching and research activities; the idea of the uselessness of study; the influence of social interaction.