Study On The New Teacher Induction Of Science Teachers Of Secondary School

The 21st century came into the era of knowledge economy, which is required to improve the science teacher's quality. A lot of developed countries in the world actively explore the ways and methods of enhancing teachers quality. Along with the development of lifelong education thought, people begin to realize that lifelong learning should be a kind of attitude towards work and life. Teacher education which through teacher's career life, should be a continuous process, including teacher's pre-occupational cultivation education, induction and in-service education. As one entry for connecting the pre-service education and post-career education, induction is the important link, which should give enough attention. The new teacher induction can support science teacher enter into the teacher career smoothly, and effectively promote novice teachers professional development. The new teacher induction of science teachers in U.S. is institutional and standardized. As a developed country, U.S. set a good model for china.This research mainly adopted the literature, questionnaire survey, comparison research method etc. Based on literatures, I analyzed the development and the cultivating mode of science teacher induction in U.S. and the status quo in Chinas teacher induction. I chose Shanghai city as typical and adopted questionnaire to investigate the middle part of Shanghai science teacher education(including cultivating mode education in form, content, quality evaluation, etc), analyzed the mode and orientation of science teacher induction in the middle school and senior high school. Based on the literature analysis and empirical survey, I put forward some countermeasures to improve the quality of science teacher induction in middle and senior high school.Research result shows that the current problems exist in the science teacher induction:training goal lacks guidance; fuzzy training content lacks practical pertinence; Cultivating mode is single and neglect teacher's demand; Training evaluation mode ignores the developmental function etc. According to the survey results and the comparative study of Chinese science cultivating mode, I made some suggestions about the reform of Chinese science teacher induction , including how to set the cultivating target,select the suitable cultivating contents,adopt the diversified cultivating forms and enact the multidimensional evaluation system etc.