Junior Middle School New Teacher Induction To Adapt To The Problems And Countermeasures

In recent years, as China’s growing emphasis on education, teachers’social status, economic treatment has increased steadily. Therefore, the teaching profession has become a "sweet steamed bun, a growing number of university graduates team began flooding the teachers in this industry, formed a new echelon of teachers. Novice teachers including teacher graduates, non-normal university graduates, they become to enhance the overall quality of the teachers, to optimize the overall structure of the main force of teachers, but also to the construction of primary and secondary school teachers are widespread adjustment problems.The nature of fact of new teachers recruited to adapt to the occupation is a growing and developing process. In this process, they will experience teaching business, relationships, suited to the teaching environment and the teaching pressure. New teachers in Junior middle school not only faced with the new curriculum demands made, while there is authority to establish the difficulty of high academic pressure on other issues, thereby increasing the entry of new teachers adaptability imperative. On this basis, the teacher career development theory, the role of adaptation theory, the theory of teachers’ professional development were discussed.S county in Mid-Jiangsu, for example, through questionnaires, interviews and on-site observation and other methods to adapt to the situation on the county junior middle school teachers teaching business, interpersonal situation, the psychological adjustment of status to investigate research. The results showed that the new teachers, such as lack of teaching skills, classroom management capacity is weak, while good at dealing with interpersonal issues in the taught environment, coupled with frustration and poor, and therefore not well adapted to the daily teaching work arrangements. The article is to investigate not only for new teachers, and also the education sector study on the effect of the new teacher induction:S County induction mainly to focus on training, rural schools lack their own independent training system, and compared mentoring BangDai system is a mere formality. This time the findings Description:full of new teachers in the adaptation of the entry, there are a scries of questions, such as their own lack of literacy, lack of interpersonal skills, poor psychological adjustment; education department, its the single orientation and a mere formality and so on. To solve these problems, the author from the pre-employment objective factors, subjective factors of the individual teachers to start to analyze can be summarized as follows:pre-service teacher education theory and practice of detachment; schools to psychological support for new teachers is not enough; induction system is not perfect; the control points of the new teachers, and self-efficacy is weak, lack of self-awareness and reflection, can not be targeted at work.In order to shorten the induction of new teachers adapt to the cycle, pre-vocational education to lay a high standard of teachers’professional basis; new teachers have to make early career planning, the conversion of social positioning, and continue to awaken awareness of self-development; As new teachers to teach school, through school-based training and incentive systems to improve the teaching efficacy of new teachers; At the same time, the outstanding foreign experience also gave us a good reference for the clinical core courses such as Japan, Australia, school-based dominant strategy, New Zealand’s sound quality assessment system.