A Study On The Mentoring System Of Primary And Secondary School Teachers' Professional Development

Education is a national priority.At present,China is in a new development stage of building a modern socialist country in an all-round way and marching towards the second Centenary Goal.People's yearning for fair and quality education is more urgent.The key to education lies in teachers,and teachers' success is the success of education.Since the party's 18 th,the party central committee with Comrade Xi for the core teachers team construction in the prominent position,teachers' professional quality has improved,but in the face of the new stage,new mission,the teacher's professional accomplishment can't completely adapt to the demands of the development of new promote teacher professional development and quality promotion to become a pressing task,Teachers' professional development and effective approaches have become an important research topic.Since the 1990 s,the mentoring has become an important platform for teacher professional development.It is of great practical significance to fully understand and explore the role of mentoring in teacher professional development.This study takes “what role does the mentoring play in teacher development and how to better promote its role”as the core concern.Based on Ye LAN's three-factor theory of teacher professionalism,Blau's social exchange theory,Moran's complexity theory and situational learning theory,the paper mainly discusses the historical evolution of mentoring,its effectiveness and influencing factors,and the improvement path of mentoring production.Through the study of the historical evolution of the mentoring,it is found that the mentoring originated from the ancient apprenticeship system,and gradually collapsed with the popularization of the machine production mode in the1770 s.In the middle of the 20 th century,in order to compensate for the separation of pre-service professional education from practice,traditional apprenticeship was again valued and widely used for reference in education,business,finance and other fields.In the 1980 s,Europe and the United States and other countries implemented the “teaching mentor”in the orientation education of new teachers.In the 1990 s,the mentoring developed rapidly in China's primary and secondary schools and experienced the following stages:the initial stage of spontaneous organization(1905-1995),the operation stage of administrative organization(1995-2010),and the attempt to improve and explore stage(2010-present).Based on the historical evolution of the mentoring system,this study has formed a conclusion that the mentoring is an important form of human education.The effective operation of mentoring requires the support of all parties;In order to adapt to the new requirements of teacher professional development,the mentoring needs to make necessary adjustment and reform.Of the mentoring and influencing factors of effectiveness problems,this study questionnaire of two,respectively,to participate in the mentoring master and apprentice,the apprentice questionnaire is mainly composed of professional knowledge,professional skills,professional attitude and the effect of three dimensions design of mentoring from apprentices,master,mentoring relationship,school environment,teaching practice of five dimension design influence factors of the subject.The master questionnaire is mainly composed of three questions designed from three dimensions of professional development:the effect on the master and the of the mentoring and suggestions.Questionnaire through the “questionnaire star” network platform and the scene,recover the apprentice effective questionnaire 872,887 effective questionnaires were master teachers,two intension teachers from 21 provincial-level administrative region of the country,mainly in tianjin,hubei,sichuan three provinces,the recycling questionnaire data after using SPSS23.0 statistical software analysis found that:First,the mentoring effectively promotes the professional development of apprentices and there are significant differences among different apprentices.Second,the mentoring effectively promotes the professional development of teachers and there are significant differences among teachers.Third,the effectiveness of mentoring is a tortuous development process.Then,the data of the effects of mentoring on the professional development of apprentices are taken as dependent variables,and the 15 elements constructed from the five influencing factors including master,disciple and school environment are taken as independent variables.After the 9 category variables were converted into virtual variables,a total of 26 independent variables and three dependent variables(the overall effect of apprentice's professional development,the average score of professional knowledge,professional skills and professional attitude)were analyzed by multiple virtual linear regression using SPSS23.0statistical software.After the goodness of fit test of regression model,significance test of regression equation and significance test of regression coefficient,it is found that: first,comprehensive quality of mentoring and school operation environment are the main factors affecting the effectiveness of mentoring system;Secondly,the willingness of apprentices to participate,the ability of teachers to lead and teach,the mentoring relationship,and the desire of teachers to actively develop are the four factors that have the greatest influence on the effectiveness of mentoring.On the one hand,this study intends to construct an operation system from a macro perspective,organically integrating all elements and conditions that affect the effective operation of the mentoring system,so that the mentoring system can operate efficiently in a dynamic cycle system,thus ensuring and promoting the best effect of the mentoring system.On the one hand,the characteristics of excellent teachers' teaching will be revealed from the micro level so as to provide an excellent example or demonstration for the majority of teachers.Firstly,from the perspective of system theory,it is clear that the operating mechanism of mentoring system consists of three systems: target system,support system and mentoring interaction.According to the functional characteristics of mentoring system,the goal system composed of apprentice development,master development and school organization development is determined.According to the extended learning theory model of engestrom,Finnish psychologist psychologist,from the four dimensions of shared goal community,tools,rules,division of labor,10 related elements constitute the support system;According to the PDCA cycle model of American management scientist Professor Deming,A mentoring interaction cycle system is designed.The interaction model aims at solving A problem together and pushes both sides to focus on P:plan,D:implement plan,C:check effect,A: treatment or action.Both sides of the master and apprentice through one or more step interaction cycle,finally solve the problem;Organically linking the three systems will form a dynamic circulation system led by the target system,supported by the external system and the internal circulation interaction of the master and apprentice.Secondly,the use of case study method,extract 6 from xichang of sichuan province the hometown for good “and pupil in pairs” as a case study,with teaching concept,teaching power,teaching content,teaching methods,teaching organization on the five dimensions on analysis was found on the basis of in-depth interviews:first,excellent teacher with advanced teaching ideas and strong role identity;Second,the motivation of excellent teachers to teach mainly comes from the continuous and stable education feelings and professional ideals;Thirdly,the teaching content of excellent teachers mainly focuses on teaching skills and organically penetrates professional attitude.Fourthly,excellent teachers teach flexibly on the basis of listening to and evaluating each other's lessons;Fifthly,the organization of excellent teachers is a process from “helping” to “letting go”.Conclusion: First,the contradiction between the mentoring and the new requirements of social development is the main driving force of its development;Second,the effect of mentoring teacher professional development is a “V-shaped”development process.Thirdly,the comprehensive quality of mentoring and school operation environment are the main internal and external factors affecting the effectiveness of mentoring.Fourthly,systematic operation mechanism is an important guarantee for the efficient operation of mentoring system.Fifthly,the formation of excellent teachers is the process of the overall improvement of their knowledge,feelings,actions and teaching qualities.The research suggestions are as follows: first,the state should implement the “electronic mentoring system” project and revise and improve the professional development standards of teachers;Second,local governments should establish county-level mentoring system and focus on solving the problem of“responsibility generalization” of teachers.Third,the school focuses on improving the mentoring system and creating a good environment for teachers' professional development.Fourth,teachers promote the improvement and optimization of teaching methods and mentoring relationships with their intrinsic motivation;Fifth,apprentices actively and critically participate in learning under the guidance of personal professional development planning.