Research On Mentoring Of The Middle School Beginning Science Teachers In Western Region

Mentoring is an effective way for inductive teacher education, it is also the chief way for inductive teacher education for middle school beginning teachers in our country. However, mentoring as a way of inductive teacher education has not yet formed a formal system, while the theoretical research on mentoring is not profound enough. It is precisely because of lacking of protections for organization and system, and having no specific strategies and methods to refer, the concrete execution of mentoring in different regions and different schools are optional, and mentoring can not meet the needs of beginning teacher professional development. The situation is even more serious in the western region where economy and education falls behind. Beginning science teachers are important part of the middle school teachers. Whether they can pass the adaptive stage smoothly will influence the overall quality of the school's teacher directly. Therefore, it is necessary to research on mentoring form theory and practice aspects for beginning science teachers in middle school in the western region.The paper reviews on theoretical study and practical for the current situation of mentoring in country and abroad, analyze their successful experience, and take Shaanxi Province as example, survey to mentoring implementation of the status quo taking the questionnaire of 120 beginning science teachers in the 13 middle schools and personal interviews of 6 beginning science teachers and 4 mentors. On this basis, to find the existing problems in mentoring the implementation of beginning science teachers, analyze the causes, and put forth some ideas and suggestions in order to supply reference establish and improve mechanisms for mentoring.The results shows that the main factors influence mentoring are class capacity and specialty (normal or non-normal), other factors like sex, teach age, qualifications, the types of schools, teach subjects, beginning science teachers and mentor in the gender match etc, the influence of these factors do not show notability. The influence of mentoring on class capacity shows, beginning science teachers in class capacity and teachers who work over five years as a very basic task, beginning science teachers received the highest average score, and less as teaching tasks, beginning science teachers received the lowest average score. The influence of mentoring on specialty (normal or non-normal) shows, beginning science teacher as normal is slightly above-average score of non-normal. Beginning science teachers faced difficulties in the work as follows: dealing with the various relationships, lacking of disciplines (teaching) knowledge, organizing classes, classroom management, understanding and teaching materials.The paper pats some ideas and proposals on the establishment and improvement for beginning science teachers mentoring mechanism in middle schools in western region: 1. To improve mentoring system construction (mentoring legal, standardize the selection of mentor, the specific duties of mentor, institutionalized training for mentor, regular supervision and appraisal, policy of funding). 2. The schools provide the necessary environment and conditions for mentoring effective implementation. 3. Help and evaluation of mentor for beginning science teachers should be separated, specific responsibilities clarified. 4. Normal University has made the necessary reforms in the curriculum.