The Teaching Adaptation Of Beginning Teachers In Primary Schools

The teaching adaptation of the beginning teacher is an important part of the experienced growth of the beginning teacher,and has been paid close attention by researchers.The key of this research question is to identify the objects that the primary school teachers need to adapt.Previous studies have equated the predicament encountered by the incumbent teachers in teaching with the objects they need to adapt.However,adaptation is actually the difference between the individual and the environment breaks the balance between the two,so that the individual can find the process of balance again.Using the predicament to characterize the teaching adaptation of the beginning teacher will to some extent exaggerate the severity of the beginning teacher’s teaching adaptation or mistaken adaptation,which is not really solve the problem of teaching adaptation of the beginning teacher.So the experienced teachers was introduced,which specifically refers to the teaching age of 15 years or above,intermediate titles or above,and holds certain positions or has teaching honors.The experienced teachers are often the vested interests of the school and the traditional defenders of the school.It is reasonable to use the environment that the beginning teachers need to adapt.Then through questionnaires and interviews,is there a difference between the teaching elements of the beginning teacher and the experienced teacher? What is the nature of the difference? What kind of difference means that the instructor has an adaptive problem in teaching,so as to determine what the beginning teacher needs to adapt.In addition,based on the interview data,this study further analyzes what kind of adaptation approaches the beginning teachers have adopted in dealing with various teaching adaptation problems to cope with the teaching adaptation problem.At the same time,it also reveals which factors influence the generation of teaching adaptation problems of the beginning teachers.This study selected the beginning teachers of the five elementary schools in D City,Shandong Province as the research object.In order to avoid missing important information,a questionnaire survey was conducted among 300 teachers in five primary schools.Subsequently,according to the definition of the beginning teacher and the experienced teacher in this study,the questionnaire analysis object was defined,including 21 beginning teachers and 35 experienced teachers.On this basis,a formal interview was conducted with 6 beginning teachers and 10 experienced teachers.The research finds that it reveals the intrinsic relationship between the teaching adaptation and the differences of the beginning teachers,and constructs the analytical framework of the beginning teacher’s teaching adaptation problem.In fact,there are two differences between the beginning teacher and the experienced teacher in teaching.No difference means no adaptation.According to whether the teaching level of the beginning teacher and the experienced teacher is good or bad,the difference between the two can be divided into three types: the first is that the teaching level of the beginning teacher and the experienced teacher is not high or low.There is no adaptation problem;the second is that the teaching level of the beginning teacher is better than that of the experienced teacher,which means that the experienced teacher has a certain space for teaching adaptation;the third is that the teaching level of the beginning teacher is inferior to the experienced teacher,which means the first job.Teachers have problems with teaching adaptation.However,under this type,it is also divided into two situations.First,the beginning teacher recognizes the teaching behavior or concept of the experienced teacher,but is active adaptation.Second,the beginning teacher does not agree with the behavior or concept of the experienced teacher,but passive adaptation.By comparing the teaching differences between the first teachers and the key teachers,the author identifies the objects that the first teachers need to adapt to in teaching,namely the teaching adaptation problems existing among the first teachers.In terms of teaching content,the initial teachers have four aspects: "the focus of teaching content is not accurate","the focus is not prominent","the difficulty is not thoroughly understood",and "the difficulty is not in-depth".In terms of teaching means,the new teacher has the problem of "poor coordination between modern teaching methods and teaching goals and content".In teaching evaluation,there are four kinds of adaptation problems in the teachers who are "unable to feedback students ’wonderful views in time","ask questions without focus","less effective questions",and "less enlightening evaluation results".Based on the analysis of interview data,it is found that there are three factors that influence the emergence of the teaching adaptation problem of the beginning teacher.The specific contents are as follows: the changes of the target group,including the changes in the background of the target group and the differences within the target group;the changes in pre-service education,including the changes in the teacher training mechanism and the source of the teacher;changes in the parent group,including the parent structure Changes and changes in parental education levels.In the face of the above-mentioned teaching adaptation problems,the beginning teachers have three adaptive methods: institutional adaptation methods,social communication adaptation methods,and individual adaptation methods.Usually these three adaptive methods work together,but there are differences in the order and degree of utilization.So the beginning teachers can be divided into two types: relying on the experience of others,giving priority to relying on others’ experience and the degree of self-thinking is low;Self-thinking,giving priority to self-reflection and self-reflection.