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This study selects three English teachers from rural secondary schools inXishuangbanna Dai Autonomous Prefecture as research participants. Guided by anintegrated theoretical framework (the Identity FormatioTheory, the History-in-PersonTheory, Identity-in-Discourse and Identity-in-Practice), this qualitative case study adoptsstimulated-recall interview, non-participant observation, documents and field notes asresearch instruments to generate data.

《学校学生的规范化管理》
《学校怎样组织学生体验科技生活》
《学校网络安全与教育活动》
《学校运动安全与教育活动》
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