Research On Beginning Teacher School-Based Training Current Situation Of Yanji City Elementary School

Beginning Teacher as a supplement to teachers in fresh blood, it plays a stabilizing teachers and ensure the quality of teaching of the key role, but the survival of the state beginning teachers in the early entry facing worrying. Just because the transition from student to teacher identity identity, they face education, environmental adaptation, and many other aspects of interpersonal problems and confusion in the face of these problems and puzzles they often show tension, irritability, anxiety emotions, psychological disorders, leaving the phenomenon is more serious. Want to solve this problem, we must return to the beginning teachers living soil-the inauguration of the school to resolve. Beginning teachers inauguration of their school-based training in the early school entry as beginning teachers were involved in the most direct way to participate in the longest, its effectiveness is good or bad a direct impact on beginning teachers of role reversal, the ability to work, professional development overall quality and other aspects. Therefore, to strengthen the research-based induction of beginning teachers, for beginning teachers to better adapt to the new role of profound significance faster.In this study, Yanji city primary school nearly four years beginning teachers recruited for the study, the integrated use of literature, investigation, interview, investigative training status and training effectiveness Yanji City Elementary School induction of beginning. teachers. Analysis of training content, training methods, training assess the impact of the three aspects of training effectiveness, and depth of the existing problems. According to the survey results and in-depth interviews, we put forward some suggestions to help beginning teachers are better able to adapt more quickly to convert the role of the teaching profession, to solve various puzzles they faced at the beginning of the entry, and enhance their confidence in the teaching profession firm. And further enrich the study of school-based induction of beginning teachers, provide some useful reference for beginning teachers to carry out school-based induction work.Through research the following conclusions:First, the existing school-based induction beginning teachers tending to the common knowledge of the theory, the old forms of training tend to experience learning, training, evaluation and results of the evaluation tend to simplification for beginning teachers evaluate the overall effect in the general level of training. Second, the relevance and usefulness of the training content is not strong Beginning teachers can not lead to knowledge and competencies required, can not effectively solve problems and puzzles encountered in practical work. Third, form of training too old and single cause of Beginning Teacher enthusiasm is not high, innovation and divergent thinking is limited training resources are not fully utilized. Fourth, the training evaluation system is not perfect cause little protection training, training a mere formality.For the above problems, the following recommendations:First, set up in line with the growth characteristics of beginning teachers and differentiated training. Second, to provide a variety of new forms of training, training resources to broaden the channels. Third, clear the main responsibility for training, improve the training evaluation system. Fourth, establish and improve the training of security system. Fifth, beginning teachers give special protection "entry buffer period".