A Study On The Problem And Solutions Of Inductive Education For Beginning Teachers Of Primary And Secondary Schools In Liangshan Region

Teachers'pre-training, full-time teaching, and continuing study constitute the "continuous"of the professional development. In the middle stage of this continuum is called inductive period. The students through the stages of beginning teachers, and then become expert teachers are not smooth transition. Therefore, we can say during the course of the professional development of teachers, the inductive period plays an irreplaceable role. In the early 90's, China proposed a new probationary period of training for teachers. Many colleges and teachers'training schools were intentionally trying to put it in practice, but this is a new job, administrative departments and schools are lack of the experience, so there are many problems in the implementation process. And it did not receive the desired effect. In the remote ethnic minority areas, a large part of the schools have not carried over into vocational education, because of a variety of reasons. From the many studies of new teachers into the academic and vocational education, we can find the problems that the beginning teachers encountered in the inductive period is particularly prominent. Therefore, the research to the inductive education for beginning teachers is especially important.The first chapter of this thesis is to introduce the implementation of the inductive education for beginning teachers in Liangshan region, including the specificity of inductive education of the new teachers, the policies and regulations of inductive education, and the status of inductive education.Chapterâ…¡analysis the problems of inductive education mainly from the contents, forms, methods and evaluation.The third chapter tells us the reasons of these problems. There are two major aspects, one is lack of strict organization and management; and the other aspect is that the current pattern of inductive education in Liangshan areas is not applicable, because it completely ignores the special nature of the Liangshan region.Chapter Four is to introduce the successful experience of inductive education in overseas. Finally, the author propose the improvements of inductive educaiton in liangshan region. Firstly, eastablish the new pattern of inductive pattern. Secondly, select the content of inductive education to make the training more relevant. Thirdly, evaluate the new teachers rigorously to make them to become qualified teachers in Liangshan.