Investigation On Ecology Of Primary Beginning Teachers’ Growth

Ecological orientation of teachers’ growth, fully affirms the importance of environmental factors in the growth process of the teacher. The current studies of eco-oriented teachers’ growth remain to explore the theory, difficultly to realize in practice. The main reason is the lack of survey on the ecological status of teacher growth. The initial stage of teacher growth is also the period of dramatic change in the ecological environment of teachers. At this time, the ecological factors become more obvious influential on the growth of teachers. Because of this, the study investigates the ecological status of the growth of primary beginning teachers, in order to reveal the real state of beginning teachers in primary school and the problems, to better the ecological growing of primary beginning teachers.Through the collation of existing literature found that many factors affect the growth of teachers, they are divided into two parts of the individual and the environmental. From an ecological perspective, the ecosystem of teachers’ growth, including all the elements of teachers’ selves and the environment of their activities, is an organic whole. According to the transference of teachers’ activity field, the study prepares the questionnaire and interview outline from these six dimensions, randomly selected123primary beginning teachers whose teaching age is in1-3years in Zhejiang Province for investigation. Questionnaire distribution, recovery and statistics used the "sojump.com" website. With the statistics and interview content, the preliminary results are obtained.In the3years, teaching-skill is focused the development of beginning teachers. They become more confident in teaching. With the age growth, development demand gradually changes from teaching to the class management. On "With Oneself, they think that the ideal image of teacher is "Student’s example", the most important character trait to competent teaching profession is "good moral character". The teachers with a clear occupation planning, have a greater development prospects in the target and the professional growth than those without. On "With Textbooks", they are higher reliance on textbooks, but are also affected by the teaching discipline, educational background and professional learning. With the growth of teaching age, they are more flexible in the use of materials, but still want the help of books, Internet and colleagues. On "With Students", they will not take the initiative to the students or children as the object of study, often neglect student’s point of view. In order to maintain the authority role, they will change to the attitude of "keep a safe distance". In this stage, even with3years working experience, they also feel a great burden to care about both teaching and class. On "With Colleague", the old teacher is very helpful for them, especially the teachers in the same grade, and the same subject. Beginning teachers have a strong willingness to cooperate, particularly the cooperation about teaching. On "With school", the working environment is not consistent with their presupposition; the satisfaction on the welfare is not high. Schoolmaster pays less attention to difficulties in their work, or the satisfaction of working state. On "With Social Groups", the country’s policy orientation is not only the pressure, but also the power for beginning teachers. Most of them think the social role request is too harsh.According to the current ecological situation of beginning teachers’ growth, it can be improved from the following aspects. First of all, pay attention to the cultivation of beginning teachers’ cognition of occupation, and occupation planning for the future. Through the pre-service education and normal education, let them cultivate the right attitude towards the role of the teacher, encourage and help them to find the path of development with their own personal advantages. Second, provide different teaching supports for teachers in accordance with their disciplines and abilities, including the rich teaching resources, appropriate teacher, timely and specific class evaluation opinions, to help teachers establish teaching confidence faster, and get rid of the crisis of survival as soon as possible. Third, to provide effective management strategies, avoid premature teacher as class teacher, Let teachers who like contacting with children get more opportunities to participate student work. Fourth, create more opportunities to participate in school activities for beginning teachers, let beginning teachers have more contact with excellent teachers and observe their work patterns. Appropriately reduce the work pressure of the training teachers, making it better to play a guiding role. Fifth, to reduce schoolmaster’s concern for the teaching ability of beginning teacher, to relieve their stress in adapting work. Pay attention to the development needs of beginning teachers, arrange a suitable task for them according to the curve of their capacity development and the change of the focus. The last point, the school should be beginning teachers’ solid backing when they face social groups. Help beginning teachers to build mutual understanding and mutually supportive environment for cooperation with parents, making home-school cooperation become the driving force of beginning teachers’ growth.