Research On The Current Situation And Countermeasures Of The Vocational Adaptation Of Primary School Teachers

With the rapid development of my country's teacher industry,fresh blood continues to flow in,and the ranks of elementary school teachers continue to grow and tend to be younger.As a special group,elementary school teachers play an increasingly important role in the reform and development of basic education.Roles,and can new teachers quickly change their identities to adapt to the role of teachers and be competent in education and teaching? Research on this issue can establish an emotional connection with new teachers,generate professional resonance with them,explore and solve their urgent problems in the process of professional adaptation,so as to help them integrate into the role of teachers as soon as possible and promote professional growth.Based on the theory of teacher professional development stage,role theory,and Holland's theory of job selection,this paper uses 190 elementary school teachers in S District of Chongqing as the research object.Discuss the status quo of the occupational adaptation of primary school teachers from the four dimensions of occupational psychology;supplemented by interview method,interview with 6 of them,further sort out the problems existing in the process of occupational adaptation,and analyze the causes of the difficulties of primary school teachers' occupational adaptation,and put forward Targeted improvement suggestions.The survey found that the overall occupational adaptation status of primary school teachers is at the upper-middle level,and their interpersonal relationship scores are high,showing harmony and harmony,but there are still some common problems in the process of occupational adaptation that are worthy of attention: occupational adaptation of primary school teachers The overall level of the teachers needs to be improved;the role transition process of the new teachers is most affected by the teaching age;the professional abilities of the new teachers who are not teachers are insufficient;and the non-professional teachers have poor occupational survival.The main reasons are as follows: first-time teachers do not have enough occupational awareness and professional expectations are too ideal;first-time teachers have low professional quality and the process of role change is slow;teacher structure is becoming more diversified and teaching practice ability is insufficient;teachers' salaries are generally low,Lack of a scientific incentive mechanism;insufficient attention and training to new teachers,and weak training support.Based on this,this article puts forward corresponding suggestions from four levels of education authorities,normal colleges,schools,and teachers themselves.Educational authorities: adhere to the people-oriented principle and pay attention to the educational value of novice teachers;improve teachers' remuneration and protect teachers' rights and interests;normal colleges: strengthen the connection and intercommunication between curriculum settings and front-line teaching,enhance the applicability of teaching;increase teaching practice courses to improve teaching Practical ability;vocational school: provide multi-faceted support and focus on growth needs;improve the on-the-job training model and increase investment in on-the-job training for novice teachers;improve teacher assessment and evaluation mechanisms to stimulate a sense of teaching efficacy;teachers themselves: promote professional recognition,Strengthen educational beliefs;actively adjust mentality and accelerate the transformation of roles;optimize the structure of professional knowledge and enhance the ability of education and teaching practice.