Investigation On The Current Situation And Countermeasures Of Orientation Training For New Teachers In Primary And Secondary Schools In Tianjin

As the fresh blood of primary and secondary school education,new teachers are an important force for the sustainable development of education.In recent years,a large number of new teachers have joined the ranks of teachers every year.Some of these are normal university students,some are not,most of the professional training is theoretical education,and they have little experience in educational practice.The government and education administrative departments attach great importance to the cultivation of this new blood,induction training for new teachers has been paid more and more attention.Found in the actual work,certain achievements have been made in the induction training of the new teacher,but there are still problems,it shows that there are some factors influencing the effectiveness.To improve the effect of induction training,optimize the construction of teachers,the research will develop the orientation investigation and study of new primary and secondary school teachers,have a comprehensive understanding of the orientation development,excavate the factors influencing training effectiveness,and put forward relevant improvement strategies to guide our induction training better in the future work.Through the methods of questionnaire,interview and literature research,from the angle of new teachers accepted the one-year orientation,the research analyzes the implementation of the status quo,researches whether the induction training is deepening the new teachers,meeting the demand,promoting the skills of beginning of the entry,or not.Whether is effective or not,whether the satisfaction of new teachers is high or not,etc.For the results of the investigation,the research will find out the problems of pre-job and one-year other training that exist,analyze its causes,and put forward effective countermeasures to improve the orientation of the new teacher.Through the research,it can be concluded that Area B has certain advantages in the induction training of new teachers in primary and secondary schools.For example,the induction training management mode is sound,and each responsible subject performs his own duties;the induction training is rich in content and diversified in form;all training links are completely closed,and all stages are well connected,etc.But at the same time,there are some problems in the implementation,which are mainly manifested as: the effectiveness of different types of courses is different under the pre-job centralized training mode;the content and form of other one-year training should be improved;there are some differences in different regions;the support for new teachers to participate in induction training is insufficient;new teachers have insufficient understanding of the necessity of induction training;new teachers are lack of career planning and self-study.The reasons are as follows: firstly,in the aspect of training organization and management,it pays little attention to the main position of new teacher induction training,and has outdated training mode,insufficient research on training needs,and lack of training communication and communication among different regions;secondly,at the level of schools,the entry security system is not perfect,and the selection and assessment mechanism of guidance teachers is not perfect and the training system is not perfect;the third is the teacher level,the induction training understanding is insufficient and so on.Finally,the improvement strategies are put forward at three levels: training organization and management,schools and teachers.