延吉市城市小學(xué)初任教師校本入職培訓(xùn)現(xiàn)狀研究
[Abstract]:As a new blood supplement to the teaching staff, the new teachers play a key role in stabilizing the teaching staff and ensuring the quality of education and teaching. However, the initial teachers are faced with worrying living conditions at the beginning of their service. As they have just changed from student status to teacher status, they are faced with problems and puzzles in education and teaching, environmental adaptation, interpersonal relations, and so on. In the face of these problems and puzzles, they often show tension, impatience and anxiety. Psychological illness, the phenomenon of separation is more serious. To solve this problem, we have to return to the soil of the survival of the new teachers-Inaugural School to solve. As the most direct and longest way for the initial teachers to participate in the school-based training in the initial stage of their employment, the good or bad effect of the implementation of the training has a direct impact on the role transformation and working ability of the initial teachers. Professional development, overall quality and many other aspects. Therefore, it is of great significance for new teachers to adapt to the new role better and faster. This research takes the new teachers of Yanji city primary school in the past four years as the research object, synthetically applies the literature method, the investigation method, the interview method, investigates the training present situation and the training effect of the school-based training of the initial primary school teachers in Yanji city. This paper analyzes the influence of training content, training method and training evaluation on the training effect, and probes into the existing problems. Based on the results of the survey and in-depth interviews, the author puts forward some specific suggestions to help new teachers adapt better and faster to the transition of teachers' professional roles, and to solve the various puzzles they face in the early stage of their employment. Enhance their firm confidence in the profession. It further enriches the research on school-based induction training for new teachers, and provides some useful references for the development of school-based induction training for new teachers in the future. The conclusions are as follows: first, the contents of the school-based induction training for new teachers tend to generalize the theoretical knowledge, and the training forms tend to the traditional experiential learning. Training evaluation tends to single evaluation and result evaluation for new teachers, and the overall effect of training is at the general level. Second, the lack of pertinence and practicability of the training content leads to the initial teachers unable to acquire the required knowledge and ability, and can not effectively solve the problems and puzzles encountered in practical work. Third, the training form is too traditional and single, which leads to the lack of enthusiasm for the participation of new teachers, the limitation of innovation and divergent thinking, and the insufficient use of training resources. Fourth, training evaluation system is not perfect, training is difficult to be guaranteed, training is a mere formality. In view of the above problems, the following suggestions are put forward: first, setting up the training contents which accord with the growth characteristics and differentiation of the new teachers. Second, to provide a variety of innovative forms of training and broaden the channels of training resources. Third, clarify the responsibility of the main body of training, improve the training evaluation system. Fourth, establish and perfect the training guarantee system. Fifth, give the special protection of the "entry buffer period" to the newly appointed teachers.
【學(xué)位授予單位】:延邊大學(xué)
【學(xué)位級別】:碩士
【學(xué)位授予年份】:2015
【分類號】:G625.1
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