Jinshan District Youth Teacher Training

Education is an elementary strategy of the whole nation. Contemporarily, countries all over the world have considered the improvement of teacher quality as a breakthrough point of education reform and a strategic step to develop synthesis national power. To cultivate teachers with excellent political qualification, proper structure, vigorous spirit is a fundamental strategy of education reform and development and an eternal subject of educational work.The young teachers are the future and promise of the education, The quality of them directly determines the rise and wane of the development in education. To pay attention to the cultivation of the young teachers is a pressing demand by the new era and the Quality Education. Hence, there is an realistic and instance call for the research on the cultivation of young teachers. A study of the cultivation of young teachers in Jinshan District, through literature study, interview, case study, questionnaire and making use of the author's long-term experience in middle school education, is to research the cultivation of young teachers in Jinshan District, to comprehend the approaches of such cultivation, to distinguish the problems aroused by such cultivation and provide solutions for these issueThe second part presents a brief image of the research objects. Jinshan locates in the southwest of Shanghai, faraway from downtown,inconvenient in communication. The education of Jinshan is separated into 2 parts, one belongs to the former Jinshan County, which is quite backward; the other belongs to the former petrochemical manufactory, which possesses advanced instruments and excellent teachers. In this section, the paper introduces the characteristics and problems of education in Jinshan; the current condition of young teachers as a whole (from the points of degrees, knowledge, morals and academic achievements to analyze); the problems among those young teachers (responsibilities are losing and lack of internal driving force; lack of the conscience of self-development and life-long learning; absent of innovational conscience; faint in academic research; ideology change in the market economy) and the pressure to cultivate them.The third part presents the results of the study and its interpretation, which serves as the most important section in the thesis. In this part, the author sets his focus on clarifying and explaining the research inclusions on school, the training organization, the individual's effect in the cultivating, the mode for cultivating and other issues. The conclusions are: the schools assure the cultivation; the cultivation agents serve as an important place for training; the young teachers themselves are a major factor in the cultivation. Further research shows that there are several ways to cultivate those young teachers, including incumbent training, instructor-prentice tying together, book reading, task driving, fragmenting and other methods. All these methods are effective andfrequently used in the grass-roots schools. The fragmenting method is to plan a 0-3-year, 4-5-year, 6-10-year cultivating strategy in accordance with the growth disciplinarian and different features in different phase of the young teachers to attain the targets of "Self-discipline, Self-motivation and Self-conscience", accelerate their growth and make their conversion into maturity. Therefore, the young teachers, with their own endeavor, can finally become capable ones or even the ultimate target of teaching: a moral model for the students.The fourth part provides some countermeasures for the problems discussed above. The author first analyzes some difficulties among the cultivation, which include the attitude toward cultivation, the approaches for cultivation'and the training for the cultivation agents. Then some countermeasures nre put forward to the schools, the upper ndministrations, the cultivation agents and the young teachers.