Research On New Teacher Induction Training System Improvement In Rural Kindergartens

In recent years,with the continuous development of pre-school education,many new pre-school teachers have been recruited every year.As a result,induction training of these new teachers becomes increasingly important.As at beginning new teachers are in the stage of continuous adaptation at both psychological side andworking side.In one hand,new teachers may feel proud of and excited about becoming teachers;in the other hand,they will face many new difficulties and challenges,such as being helpless facing young children crying,at a loss in a new working environment,lack of teaching experience,lack of practical ability,and lack of ability to implement the new curriculum,etc.,which may drive them into an anxious period ora confused period,and even worse some new teachers will become psychologically fear of the job and quite the job finally.Some new teachers in rural kindergartens are generally not so good at the professional knowledge and professional skills.In order to help these new teachers to survive this initial and critical period at beginning and grow as qualified teachers,scientific and reasonable training are needed to be provided to these new teachers through a well established training system.In this paper,based on the investigation on new teachers’ training in rural kindergartens both at home and abroad,questionnaire survey and interview methods are employed to carry out an in-depth study on the status of new teacher induction training via studies on some new teachers and kindergarten masters in some rural kindergartens in Songjiang district,Shanghai.Then the results are summed up and analyzed and the following five main problems are concluded by using pricipals and methods of modern management,the training content can not effectively meet the new teacher’s training needs,the training forms are simple and fixed,the training conditions are not sound,lack of training evaluation and incentives,and a comprehensive training evaluation mechanism is missing.Base on on this conclusions,the corresponding solutions have been put forwarded,including: to establish a lifelong learning philosophy,to enrich the induction training content and induction training forms,to improve the training conditions,to improve the training assessment incentives,and to establish a comprehensive evaluation mechanism.These suggestions can be taken as references by the rural pre-school educationmanagments to help new teachers to adapt to new roles soon,to stabilize the team and reduce the brain drain rate,to promote the professional development of new teachers,to standardize the training of new teachers,to promote the balanced development of kindergartens.This paper is consitant of the induction chapter and other three chapters.In the induction chapter,the research situation,the research status at home and abroad,the research goal and the meaning,the definition of the relevant concepts,the research method and the paper frame are induced.In the first chapter,the importance of the new teacher induction training system in the rural kindergarten mainly expounded.Then in the second chapter,the rural kindergartens in Songjiang district of Shanghai has been taken as examples to investigate and analyze the practical problems of the new teacher induction training system in the rural kindergarten.At last,in the third chapter,the author puts forward specific suggestions to improve the training system of the new teachers in rural kindergartens,hoping to make the induction training more scientific and effective,and to promote the development of pre-school education in rural areas.