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". Therefore, this kind of research gives front-line teachers a sense of intimacy with its "civilian" style.

However, judging from the current research situation, many studies are either too story-telling and dilute the research, or "the theme comes first", and the story is not strong, giving people the feeling of mechanical copying and artificial boosting. There is no uniform format and standard for teaching narrative research, but as a teaching research method, it has its own unique purport and character. The author thinks that in the study of teaching narrative, we should correctly handle the relationship between narrative and research, story and typicality, description and explanation, insiders and outsiders, so that the study of teaching narrative can truly become an effective way for teachers to know themselves and improve themselves.