A Study On The Teaching Adaptation Of Primary Chinese Language Teachers

Beginning teachers are an important force in the development of future education.Whether they can adapt to teaching work as soon as possible,pass the adaptation period smoothly,and complete the transition from student to teacher,will directly affect the professional development direction and development level of teachers,and then affect the entire The quality of the teaching staff.The teaching adaptation of elementary school teachers is an important part of the professional growth of elementary school teachers,and it has always attracted much attention from researchers.How to smoothly pass the adaption period for teaching work and enable the novice teachers to have a good professional career has become a common concern in the education circle over the years.The research mainly adopts the paradigm of qualitative research,combined with interview method,text analysis method and classroom observation method,through understanding the adaption dilemma of elementary school Chinese teachers in teaching,and on this basis,the influencing factors of adapting dilemma for elementary school Chinese teachers The analysis is carried out,and finally,suggestions are made to help the beginners of elementary school Chinese to solve the difficulties of adapting to the teaching work as soon as possible.The research is divided into three parts including introduction,main text(one to three chapters)and conclusion.The introduction part clarifies the motivation of this research,research significance,research status at home and abroad,core concepts and research content,in order to understand the research objectives of this topic and the main problems to be solved.The first chapter of the main text empirically explains the existing teaching adaptation dilemma of elementary school Chinese teachers.It is found that the adaption dilemma of elementary school Chinese teachers is mainly reflected in the following aspects: not knowing flexible lesson plans;difficult text interpretation;insufficient understanding of academic conditions;writing lesson plans Disconnected;difficult to meet their expectations in the classroom;unable to see the essence of their own teaching problems;irrational allocation of teaching time;stylized teaching behavior;neglect of the cultivation of student habits;superficial reflection;doubts about experience;low sense of teaching efficacy.The second chapter conducts attribution analysis and finds that there are subjective and objective factors that affect the emergence of the teaching adaptation problems of novice teachers.The subjective factors include the teacher’s personal characteristics,professional theoretical knowledge,and teaching practice experience,and the objective factors include the social environment and on-the-job School and pre-employment education.The third chapter discusses that in the face of the above-mentioned difficulties in teaching adaptation,new teachers of elementary school Chinese can help themselves to adapt to the teaching work as soon as possible through two ways of personal professional development and external support.Concluding remarks briefly summarized the conclusions of this research and put forward the deficiencies and prospects of the research.