Educational Research Kindergarten English Immersion Entry Of New Teachers

The English Immersion Education in kindergartens can be simply understood as the circumstance that the students would be soaked into the English education consciously and purposefully while English would be regarded as the main language in the process. Due to the distinct between the Immersion Education and the traditional ways, teachers are demanded to have the specific professional teaching skills, not only including high ability of English operation, but also the theoretical concept of the English Immersion Education and teaching strategies of the second language, which is, obviously, a huge challenge for the new staff in the kindergartens.In this thesis, the new teachers in discussion refer to those who enter into the kindergartens not up to a year. In terms of the English educators in modern society, a perfect inductive teacher education is able to help the fresh force to adapt to the working environment and the teaching tasks quickly. From the perspective of kindergarten management, the inductive education plays an indispensable role in increasing the retention rate and stabilizing the teaching staff.Kindergarten English immersion group is a gorgeous platform for new teachers’ induction education, which regularly carries out English immersion training courses, the training activities and public classes. The group provides comprehensive, adequate research conditions and research data for the study and boosts the feasibilityThis thesis, relying on the attitude of seeking truth and by the field observation, interviews and questionnaires with the English Immersion teachers in the kindergartens, has gathered much relative data to research the present situation of Shaanxi kindergarten English immersion induction education for new teachers. The structures of this research are roughly as follows:Chapter one:introduction part. It briefly introduces the causes of the research, and the definition of the "English immersion teachers","the new teachers", and "the kindergarten English immersion induction education for new teachers". It also explains the theoretical basis of this thesis.Chapter two:literature review. It mainly expounds the relative domestic and foreign literatures and the limitations of the relevant study.Chapter three:research designs and implementation. It presents the research contents, objects of the study, research methods and the whole research process.Chapter four:the results and analysis of the study. The author, through the methods such as interview and the questionnaire investigations, learned that there are several problem of the inductive education of new English immersion teachers. For instance, the form of the inductive education is generally unitary; the target of the inductive education is not so well-directed; the inductive education did not start from the actual demand of teachers; we still have to internalize and normalize the system of the inductive education.Chapter five:solutions and suggestions. According to the above problems, the author tries to analyze the present situation and main body demands of kindergarten English immersion teachers from the perspectives of the new teachers, and provides operational advices including enriching the educational modes of kindergarten English immersion induction for new teachers, clarifying the basic content of the training and attaching great importance to the management of new English immersion teachers’ inductive education.