本研究採用Kraft心理分析傳記研究的觀點，探究教師在發展教育觀點之時，對童年經驗予以延續或昇華的歷程，進一步彰顯童年故事在日後教育經驗裡的意義。在研究方法上，藉由敘事探究來探索三位學校教師的生命故事，特別將焦點放在成績議題上，瞭解他們在成績議題發展的童年歷程以及對後來教育觀的影響；研究指出，好成績擁有得到父母與親族肯定、獲取更多個人自由空間等心理學意涵，比起學校成績對未來社會流動的功能性意涵，這是孩童更能切身體驗到的成績價值。每個教師不完美的童年造就了多元的成績價值觀，發展出其在教育上的可能性與限制。

Based on Kraft's theory, the article uses psychoanalysis as a tool to inquire into the meanings of the overcoming and sublimation of repressed childhood experiences for teachers' understanding of education. Methodologically, I study the biographies of three teachers and situate them in the context of how and why they value academic achievements, and then how this value shaped their views of education. My study shows that getting good grades and being affirmed by one's parents and relatives carry much more weight than the functional value of good grades as ladders of future social mobility. The teachers' own imperfect childhoods contribute to the diversity of views about the value of grades, thereby opening up or limiting down the possibilities of education.