本文以敘說研究為研究方法，敘說我身為一個高中教師，如何在演員、研究者、教師三種身分的游移和對話中找到身分認同的故事。
本文研究重點分為以下三部分，而A/r/tography理論貫串其中成為我敘說與省思的基礎：
第一，敘說一位高中國文教師在演員/教師/研究者三種身分游移間的所見和省思，試著援引A/r/tography理論作為旅行的行囊，探索在不同身分邊界裡營造出的第三度空間，我看見自己的盲點，並有了省察的空間和修正的教學實踐行動。
第二部分敘說在三種身分對話的過程我看見了差異，也在多重身分裡漸漸釐清「我是誰？」「我要當一個甚麼樣的教師？」這是一段探索自我認同的歷程，過程裡我覺察到這些經驗在教學現場可以擁抱陌生性，而試圖將表演藝術的力量融入語文教學，帶領學生發掘不一樣的美感經驗，以發現新視野。
第三部分敘說當我有機會站上舞台，用另一個形式和高中學生互動，我看待師生關係的視野隨著新的體驗而開闊起來，勢必要有全新的轉變和突破。「回歸到學習者主體」成為我返回教職後時時刻刻提醒自己的教學理念，引導學生說他們的故事，方法透過書寫與創作讓學生發現自我；透過藝術融入國文教學的手法，鼓舞學生去正視和找尋、存疑和解答「尋找自我」的議題，在此歷程中，師生滲入彼此的生命故事，也在探索和尋找感動有所成長。
研究透過自我敘說，發現教師自我的重塑；看見教師身分從單一權威到多元可能；重塑自我圖像並發現教室的陌生性。實踐A/r/tography理論的歷程包括從「發現異質」進而揉雜「混雜性」到「重塑自我」。本研究後，我企圖繼續實踐身為A/r/tographer多重身分的特殊性—變中的不變，透過跨領域、變換藝術手法、找尋陌生性等方式，來尋求自我概念的安適感，讓藝術和自我生命繼續「對話」

This article take narrates the research as the research technique. Narrated that I am a high school teacher, the actor,and the researcher. three kind of identity's vacillations and the dialog found the identity approval the story.
This article studies divides into following three parts, A/r/tography theory runs throughout becomes narrated that thinks of the foundation with the province
First, Narrated that a high school Chinese teacher sees in the actor/teacher/researcher three kind of identity vacillations with the province thinks, tries to cite a/r/tography theory to take the travel the travel bag. Exploration three-dimensional space which builds in the different identity boundary, I see my scotoma, Had spatial which and the revision teaching practice motion engages in introspection.
Second, Narrated that I saw the difference in three kind of identity dialog's process; Defines clearly “who me in the multiple identities is gradually?”;” I must work as what type teacher?” This is a section explores the self-approval the course, In the process I perceived that may hug strange to these experiences in the teaching scene.I will attempt the performing arts strength to integrate the language teaching, Leads the student to excavate the dissimilar esthetic sense experience, discovers the new field of vision.
Third,narrated when I have the opportunity to stand the stage, interacts with another form and the high school students, I regard the teachers and students relations the field of vision along with the new experience, but widens, will probably have the brand-new transformation and the breakthrough inevitably. “returns becomes me after the learner main body” to return to the teachership reminds own teaching idea all the time, guided the student saying that their story, the method let the student by writing and the creation discover; Integrates the Chinese teaching by art the technique, inspires the student faces up to and pursues, leaves undecided and explains “seeks” subject, in this course, the teachers and students permeates each other's life story, is also exploring and seeks for the move to have the growth.
The research penetrates narrated that discovers teacher self-remoulding; Sees the teacher identity from the sole authority to the multi-dimensional possibility; Remoulds the self-image and discovers the classroom strange. Practices a/r/tography theory the course including then disordering “the miscellaneity” “to remould” from “the discovery neterogeny”. After this research, I attempt to continue to practice the body am a/r/tographer multiple identity particularities - change invariable, by the cross domain, the transformation art technique, pursues ways and so on strange, seeks the self-concept the peaceful and comfortable feeling, lets art and the self-life continues “the dialog”.