Research On The Adaptability Of Newly-introduced Geography Teachers' Classroom Teaching

A novice teacher is the one who has obtained the qualifications of a state-prescribed teacher and is working in directly with the students.They are also at the initial stage of the teacher career,which has not reached the maturity and high level of teaching.In recent years it has been observed that one of the important problems faced by the novice teachers are their adaption in the minority areas particularly in the various secondary schools in Tibet.When the novice teachers are initially entering their workplace,there will be a various stages of adaptation,such as the new teacher’s induction period,further change to the role of teacher as professional developed for which it is necessary to apply both the theory and skills learned in the university.In order to solve the problems the novice teacher they also have to adapt to handle a single student to the role of multiple teacher role.Some novice teachers are not able to adapt to such phenomenon,which causes discomfort and will affect the teacher’s personal work and their learning.Such will lead more novice teachers to evade and change their career.In the initial stages of teaching career,the novice teacher will also face a various specific adaptation problems,such as classroom teaching,class teacher management,inter personal relation.The adaptability ofnew teachers in classroom teaching will affect their own teaching attitude,teaching quality and students learning ability.The author majored in Geography subject,contacted a large number of teachers engaged in geography teaching.He realized that because of the different time and teaching experience and skills,the problems encountered in geography teaching work also varied.New teachers encountered problems more complicated and changeable.However,in the minority areas,these problems are more prominent,so I fell into deep thinking.In the minority areas,the new geography teachers face many problems.This research focuses on the new geography teacher’s classroom teaching adaptability in Tibet area,and it tries to find out the problems that they are exposed to the course of classroom teaching and also analyze the influencing factors to further propose the good idea to promote the novice proficient geography teachers in the local area.There are five parts in this research:The first part of the dissertation mainly introduces the background of the research,the purpose and significance of the research and the method of research.The second part summarizes the relevant research situation and the definition of the concept.The third part is the main body of this paper,research design and process.The fourth part introduces the investigation results and the reason analysis.The fifth part is related to the relevant departments to propose relevant countermeasures and suggestions.Finally come to the conclusion.Through the research and analysis,the following points are drawn:1.The new teachers in Tibet can accomplish basic teaching plans and solve basic vocational adaptation problems,meet the basic teaching requirements,but there are still some prominent adaptation problems that are not solved in time.One of the main manifested problem in the new curriculum reform emphasizes the students as the main body,reasonably uses the new teaching method to develop in the three-dimensional teaching goal which is to conform the student development request,mobilize the Student initiative to study and so on.2.Teacher’s own professional literacy is indispensable for teachers engaged in teaching work,especially in the novice professional geography teachers should do it actively to improve their teaching ability and strive to adapt to teaching atmosphere of the local area.3.To guide the novice professional geography teachers on Tibet Region and how to solve the problem of classroom teaching adaptability,how to work together with a number of relevant departments to strengthen cooperation and work together as team.