Rural Junior High School Teacher Induction Exploration

《National education reform and development of long-term planning programs(2010~2020)》was officially promulgated in July 2010, as a major event in education and social fields, it provides an important policy basis and development opportunity for the balanced development of urban and rural education and educational equity.《Programs》proposes, we should promote the balanced development of compulsory education, focus on rural teachers, improve the overall quality of primary and secondary school teachers. Rural junior high school education is an important part of compulsory education, and it has important role such as basic, guiding, global in rural economic and social development, rural middle school teachers is the key to development education. Driven by teachers'professional development and teacher education reform, induction training has become an important part in bridging teachers'pre-induction training and after-induction training, it has an important role in improving teachers'quality and promoting their professional development. New historic mission of new teachers in rural areas are not only to improve the quality of rural education, and promote comprehensive development of rural children, but also in promoting rural economic and social development and building new socialist countryside. Therefore, this study select new teachers'induction training in rural middle school study as the induction, study their situation and problems of practice, analyze the causes and propose specific solutions strategy.Through extensively inducting new teachers'induction training at home and abroad and related literature, systemly discuss the elements of system in new teachers'induction training in rural junior high school. Studies have indicated that induction training of new teachers has an important role for the promotion of new teachers'professional development. Administrative departments at all levels of education, teachers'training institutions, schools have gradually carried out induction training for new teachers, but there is still a biased values, that are system construction and implementation is still not perfect negative, the purpose, content, form and assessment of induction training and so on have to be improved, protective measures of induction training need to be further strengthened. This study pointed out that the induction of new teachers in rural middle school should abandon the traditional city approach, establish rural community, rural junior high school education, rural junior high school new teachers'subject positions in the induction, design reasonable entry training program, implementate adequate segregation of induction, and enhance the relevance and effectiveness of induction training.The study has six chapters:The first chapter describes the reasons and significance of research topics, establishes the research of objectives, selects methods, defines the relevant concepts;The second chapter analyzes and organizes related research about induction of new teachers at home and abroad, shows basic features of study and practice of induction of new teachers in rural junior high school, and explores the theoretical basis of the orientation in order to basis for analyzing the problem causes and proposing solving strategies;The third chapter describes the causes of selecting new teachers in rural junior high school as subjects, followed by basically discussing the induction of the content, establishes the latitude of this study, at last, compare and differentiate the induction of new teachers and old teachers in junior high school in rural areas, the characteristics of induction of new teachers in city junior high school and rural junior high school.The fourth chapter analyzes data and survey data of the empirical research, shows the basic situation and characteristics rural new teachers'induction of a junior high school of County L in Jiangxi Province;The fifth chapter summarizes problems of new teachers'induction training of a junior high school in County L , and analyzes the causes of the problem through using the development of ecological theory, teachers socialization theory, symbolic interaction theory to;The sixth chapter attempts to raise resolving policy issues focused on the shortcomings of the practice.