In recent years, all kinds of schools at all levels have earnestly practiced the scientific research concept of "problem is subject, reflection is research, and effect is achievement", guided the majority of front-line teachers to reduce their research focus, change their research paradigm, and carry out educational narrative research such as "I tell my educational story", which has given birth to the creativity and durability of teachers as researchers.

So, how to carry out educational narrative or how to write educational stories? First, writing teaching stories, that is, teaching narrative research.

Teaching narrative research is a research method, which describes teachers' real teaching life by means of the construction of teachers' own stories, presents teachers' teaching behavior and students' situation under this behavior in specific situations, and on this basis, reflects and analyzes the significance, forms "personal knowledge" about teaching experience, and obtains the understanding and explanation of the significance of teaching activities.

Because the study of teaching narrative is conducted in the form of storytelling, the story comes directly from the teacher's teaching experience, and its understanding and interpretation depend on the teacher's own unique grasp and judgment of the teaching "scene".

Educational stories should embody the following four basic characteristics: first, authenticity.

What is described is an educational event that has happened, is based on practice, and is true and credible, rather than an event designed, fabricated or even fictional that has not happened yet.

The second is meaning.

Narrative stories must contain certain educational ideas or concepts, which can reflect some achievements made after solving educational events or some regrets after ignoring educational opportunities.