Study On The Training Of Chinese Research-Oriented Teachers Of Junior High Schools In Yanbian District

Currently to be a research-oriented teacher is the unanimous goal teachers at home and abroad trying to achieve. Training research-oriented teachers also becomes a route that one must take in the process of teaching career development. There is little study concerning the growth characteristics of research-oriented teachers, the elements that influence the growth of research-oriented teachers, the training patterns of research-oriented teachers, especially in Yanbian district there is no one who has conducted any research about the distribution, growth and training patterns of research-oriented Chinese teachers in junior high schools. This article takes Chinese teachers of junior high school in Yanbian district as research objects, adopting such methods as documentation, questionnaire, comparison, taking 281 Chinese teachers in 35 junior high schools of 8 counties (cities) in Yanbian district. It aims at analyzing and discussing (1)the general condition of educational and scientific research quality of Chinese teachers in junior high schools in Yanbian district; (2)the types and characteristics of Chinese teachers of junior high school; (3)the differences between Chinese research-oriented teachers of junior high school and other teachers; (4)the influential elements in the formation of Chinese research-oriented teachers of junior high school; (5)the growth characteristics Chinese research-oriented teachers of junior high school; (6)training strategies of Chinese research-oriented teachers of junior high school.After research, we can draw the following conclusions:1. The general level of educational and scientific research qualities of Chinese teachers in junior high schools in Yanbian district is very low.2. We divide Chinese teachers of junior high schools in Yanbian district into five types according to their educational and scientific research qualities.(1)The novice. They have neither scientific research consciousness nor ability, nor activities, nor achievements.(2)The germinating. They have little scientific research consciousness, poor ability and they have neither activities nor achievements.(3)The attempting. They have weak scientific research consciousness and ability. Occasionally they have activities and achievements. (4)The participant. They have better scientific research consciousness, common ability. They have but discontinuous scientific research activities and achievements.(5)The research-oriented. They have strong consciousness, better ability, successive and better activities and achievements.3. The educational and scientific research qualities of the above types of teachers are remarkably different.(P<0.01). Among them, reseach-oriented teacher has a very small percentage, only 10% of the research sample while participant teachers are the most, nearly 40%.The number of Chinese research-oriented teachers of junior high school in Yanbian district is small, but many participant teachers who have better educational and scientific research qualities can serve as the training echelon, that means the training prospect is optimistic.4. There are 8 elements which influence the formation of Chinese research-oriented teachers of junior high school: (1)educational and scientific research consciousness (2)value orientation of educational and scientific research (3)educational theories, scientific research knowledge and ability (4)education before jobs and training after jobs (5)length of teaching (6)location of school (7)school atmosphere (8)policy supporting5. The growth characteristics of Chinese research-oriented teachers of junior school: (1)The growth is a gradual process. (2)Positive attitude, emotion and correct values are its prerequisite. (3)Solid theoretic knowledge in special field of study, practical ability and educational and scientific research qualities are its foundation. (4)Educational reform is its exterior dynamics. (5)Continuous success is its interior impetus. (6)Policy supporting, the attention of the leaders and requirement guarantee are its"catalyst". (7)A fine school culture is its "fertile soil".6. The training strategy of delamination is adopted according to different characteristics of different teachers.(1)To those novices, knowledge in special field of study should be imparted and educational experiences should be accumulated.(2)The germinating teachers are mainly trained to learn educational and scientific research theories.(3)The attempting teachers should be mainly trained to learn educational and scientific research theories and techniques, exploiting their own innate resources, developing their abilities to introspect.(4) Participant teachers' educational and scientific research qualities should be improved through concrete educational and scientific research, urging them to leap forward and become research-oriented teachers.(5)Here are what we should do in order to train research-oriented teachers: creating a good research environment; ensuring policy supporting, financial supply, research condition and time; enhancing their educational and scientific research qualities unceasingly.