In a certain sense，the women of Kong family are the symbol and model of Confucian norms on women's virtues in ancient China. Through the daily life，educational situation and inner world of this special female group，we can reflect on its complex relationship with the dominant Confucian norms of women's morality and gender order，which provides us an excellent perspective to re-examine some “established”“dominant” and “orthodox” female education concepts．Based on an international literature review on the research field of Confucianism，history of Chinese women，and the descendants of Confucius，also with the declaration of the academic value and social significance of the study of the women of Kong family，an alternative framework is then outlined as follows．Firstly， rethinking the “reflection” of the “May Fourth” construction of the victimized women in traditional China. Secondly，shifting our focus primarily on “women” to a broader view of “gender”，namely including females and males，as well as other social issues. Thirdly，shifting our focus primarily on “individual” to “family”，interpreting personal deeds in the context of family and society，by combining personal life history with family narrative method. Fourthly，shifting our focus primarily on “literature” to “material”，exploring the everyday lives of the women of Kong family by using documentary evidence and material culture，etc，following the material turn of the western historiography and Chinese women's history，as well as the paradigm transformation of educational historiography in contemporary China.

With the further development of lifelong learning and the construction of a learning city，adult learning research has transferred to the perspective of everyday life，and explored the learning approaches and paths suitable for the adult life world. This study takes social-material as the research perspective，selects the“ Green Housewife” project in Xiang he community of Shanghai as the field，uses participatory ethnography method，and through a year-long field investigation，based on field data collection and in-depth analysis，understands the multiplicity of learning space and the significance generation in everyday life，the enhancement of adult learners' identity awareness by technology in everyday life，the interaction between technology application and psychological emotion，and the connection between adult learners' everyday life practice and national grand narrative.

A new situation has emerged in the relationship between city and the countryside. The countryside has become a yearning for urban people who treat returning to hometown as a kind of fashion. This paper takes Mingguang village in C City of Sichuan Province as a case of rural community education study，and draws on anthropological field survey methods， and comprehensively uses interviews， ethnography，narrative research and other methods to observe and record the changes that have occurred since the construction of a new village from 2015 to 2017. This paper introduces the field of community life from a spatial perspective，discusses what happens in this community，and introduces formal and informal education activities separately. The aim of this research is to return to social life itself to re-understand the nature of community education，explore how the community living environment stimulates the internal learning motivation of various subjects. It is found that the development of village publicity promotes community integration，the physical public space of the village and the activities it carries greatly enrich the daily life of the original village，and the open public space of the multi-culture provides a huge space and opportunity for the mutual integration of the daily life of the new and old villagers. Besides，community education is an important method to encourage residents to participate in community life，promote community identity and build a community.

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.