本研究以出生在新中国成立前后的乡村女教师为研究对象，选取了三位乡村女教师，采用口述研究的方法了解她们的生命历程，试图探究她们在社会历史变迁中的个人生活的轨迹，包括以下三个问题：第一、这一时期的乡村女教师经历了哪些重大的社会事件，这些事件蕴含着怎样的社会和历史的变化，并如何对她们的生命历程和教师生涯产生作用。第二、社会和历史的变化是如何深入到她们私人的生活中，而面对社会变迁，她们有着怎样的个人体验和态度，是如何参与其中的，在这个过程中，她们的个人能动性又是如何体现的。第三，从乡村女教师的视角看农村教育发生了哪些变化。 研究表明，共和国建立初期的乡村女教师都出生于农民家庭，摆脱农村繁重的体力劳动、师范院校的补助政策是她们选择教师职业的主要原因。在乡村女教师的生命历程中，国家权力和制度的力量、市场渗入、性别文化通过直接或间接的方式作用于个人的生命历程的走向。经历了三年自然灾害的她们对于“饥饿”有着共同的记忆；文革时期教育的混乱对她们的个人发展产生了深远而复杂的影响，这种影响在不同年代的女性教师身上体现出了差异；对于50年代出生的女教师，文革时期的失序使得农村学校急缺教师，因而高中毕业的她们顺利地成为了民办教师，严格的户籍制度、待遇的差距又成为她们努力“转公”的动力；改革开放以来，市场经济的影响渗透到教育领域，乡村教师的职业道德和价值观念发生着潜移默化的转变；面对教师工资制度的改革，她们又为评职称、评奖等激烈的竞争所困。从社会性别文化的角度来看，作为女性教师，她们能够获得教育机会是难能可贵的，成为教师之后，在乡村传统性别文化的影响下，她们面临着工作和家庭的双重压力。在社会和历史对她们的生命历程产生影响的同时，乡村女教师也在发挥着“个人的能动性”。面对生命事件，她们采取了各种适应性的策略，例如与权力的博弈、与性别观念的对抗、与突发事件的抗争等等，这些都表明：个体的生命历程是个体主观能动性与社会大环境相互作用的结果。在教育方面的变化体现出以下三点：第一，那个年代乡村教师在教学中形成了带有“草根”特色的实践性知识,如“骗哄吓诈样样都来”、“先把学生的威风压下去”等；第二，农村教育中师生交往逐渐趋于单向；第三，教师在教学中对待“体罚学生”的态度亦发生了变化。

The study take the rural women teachers born before or after the founding of The People's Republic of China as the research object, and select three rural women teachers, using the oral history study method to get knowledge of their life story. The research is trying to explore their personal life in the social and historical change trajectory, including the following three questions: First, what social events the rural women teachers has experienced, what social and historical change these events contained, and what effect these events had on their life trajectory and teaching career. Secondly, how social and historical changes went deep into their private life, and facing social change, what personal experience and attitudes they had, how they involved and how to reflect their personal initiative in the process. Thirdly, the study want to know what happened to rural education through the perspective of rural women teachers. The study has shown that the rural women teachers born before or after the founding of The People's Republic of China both came from the farmer families. They chosen to be teachers because of getting rid of the heavy labor and subsidy policy of normal schools .In the life trajectory of rural women teachers, state power and the power of the system, market penetration, the concept of gender role affect the individual's life through direct or indirect way. After three years of natural disasters, they share a common memory of "hunger". The confusion of education in the Cultural Revolution affect their personal development, and the effect reflected different effect in the different ages. For the female teachers born in the 50's, China experienced the confusion of the Cultural Revolution, desperately short of teachers in rural school right after they graduated from high school, in this environment, they become private teachers, and the strict household registration system and the treatment gap made they try to become public teachers . Since the reform and opening up, the impact of the market economy penetrated into the field of education, which changed their professional ethics and values. Facing reform of teachers' salaries, they have trapped by commentary titles, awards and other fierce competition. Finally, from the perspective of gender culture, it is so hard to get educational opportunities for women, and they were facing the dual pressures of work and family as women teachers because of the influence of the traditional gender concept. Facing the social and history change, rural women teachers also has "personal initiative". They have taken a variety of adaptive strategies, such as confrontation with the concept of gender, struggling with emergencies, etc. All of these indicate that: the individual's life trajectory is the result of the interaction between the individual initiative and social environment. There are three points about education change: first, we can see that the rural teachers’ practical knowledge is "grassroots"; secondly, the relationship between teachers and students tends to be one-way; thirdly, teacher’ attitude of punishment in rural education is different.