The word problem ( WP) is the basic question type of elementary and middle school mathematics examination，and is also the important symbol of students' social mathematical life. The narrative of WP is a mirror of social mathematical life-style. The figure relationships and their literature characters in WP represent students' mathematics life context and value structures. The WP teaching is an important way to cultivate students' ability and key competences of mathematics. As a form of minor narrative，the narrative of WP also consists of narrative figures，narrative stories，narrative spaces and other factors like these. As the driving force for the narrative process，narrative figures are the virtual images of real people，including certain occupational and status characteristics. In addition to its identity symbol，the narrative figures also carry a certain function of identity education. Through the analysis of changes in the identity of the figures in WP，we can glimpse the expectation of social development on the training of talents and the impact on the compiling mechanism of the WP . The narrative of WP comes from the specific problems in the process of social production and life，and its spatial discourse features embody the shaping of students’ space consciousness from mathematics education. In more than 40 years，the transformation of narrative space in WP has been entering the mathematics education classroom through mathematical language and spatial symbols，which become the implicit means of mathematical moral education. WP needs to establish the connection with real life in multiple aspects，and construct the real scene of social life for students on the narrative level，so as to enhance students’ imagination of social space and comprehensive understanding of mathematical life. The compiling mechanism，narrative category and modes in WP reflect mathematics educational purpose and discourse system of key competences in particular periods，as well as the fundamental themes like “what kind of people to be cultivated” and “how to cultivate them”. In the process of the transformation of the philosophy of mathematics from fundamentalism to post-fundamentalism in the 20th century，the view on mathematics and mathematics education have changed accordingly. The social constructivism of mathematical knowledge provides a hermeneutic frame for interpreting the sociological nature of knowledge in the narration of WP. The creation of WP facing the life world needs not only to adopt the multiple life value-orientation，but also to open the interpreting space of mathematical life on purpose of really forming students’ ability of solving problems and spirit of innovation.