The Research Of Beginning Teachers Inductive Education In Chinese Secondary Secondary Schools

With the rapid development of science, technology and knowledge change quickly, people recognize the importance of learning and put forward new requirements to the quality of education at the same time. High-quality education needs high quality teach-ers. It is an inevitable demand of the times and mission of education to improve teacher quality. Teacher Induction Education as an important stage of professional development and lifelong education of teachers, the quality affects not only the growth of profession-al knowledge and skills; but also affects teacher professional orientation. Professional development for teachers will also have an important impact on their career. With the proposing the idea of lifelong education and the integration of Teacher Education, the more actively build a pre-training, inductive education and job training as three succes-sive stages of teacher education integration system, the more important of new teacher inductive education show in the world.In this study, secondary school teachers for the object, through the actual investiga-tion into the secondary school teachers to understand the current status of inductive education, revealed problems and make analysis, put forward their own countermea-sures in finally. Specifically, the paper focuses on the following four aspects to expand: The first part is Introduction. This part introduces the research backgrounds, re-search ideas and methods.The second part is theory research of teacher inductive education. This part ex-amine the representative studies of the domestic and foreign, combined with the cha-racteristics of secondary school teachers, and study in the four aspects which include educational content, features, purpose and value for establish theory foundation of teacher inductive education.The third part is an inquiry of inductive education of secondary school teachers. It investigates the inductive education currents of several secondary schools in Nanchang. Through schools compared by analysis of survey data, we could find some Common problems, include inadequate system, carry out random, quality inconsistencies; sche-dule is unreasonable and lack protection; the content lack specificity; form single, and lack effectiveness; lack teacher evaluation system and awareness of self-development.The fourth part presents some suggests for the inductive education of the second- ary school teachers. Through the analysis of common problems, I recommend the fol-lowing four aspects: First, make inductive education plans, including establish the teacher inductive education system, clear the subject of inductive education and their duties, and follow some principles when we make plans. Second, choose reasonable in-ductive educational content. Third, actively explore effective ways and forms of induc-tive education. Fourth, emphasize the evaluation of teacher inductive education.