A Study On The Status Quo Of Entry-adaptation Of New Teachers In Special Education Schools

With the continuous improvement of the national economic development level,the investment in education is gradually increasing,especially the development of students with special needs and their right to receive education,and the number and scope of students with special needs covered by special education are also increasing and expanding.The key to the development of special education is to strengthen the importance and training of special teachers.There is a special group of teachers in special education,that is,the beginning teachers in special education schools.They change from students to educators from the campus to the workplace.Their hearts are full of infinite hope and vitality.In the face of more complex and severe special students,they will pay more mental,physical and emotional labor than ordinary education teachers.The adaptation of the new teachers in special education schools is not only related to the teachers’ professional mental health,but also to the teachers’ professional development and the steady progress of special education.The research in this field has always been concerned by researchers.This research adopts the research method of self-made questionnaire on the adaptation of new teachers in special education schools and teacher interview to analyze and discuss the current situation of the adaptation of new teachers in special education schools and the reasons for the existing problems.It is found that the new teachers have a good adaptability to the teaching work,especially in the understanding and application of teaching design,which gives full play to the imagination and creativity of the new generation of educators;they have a good adaptability to the campus environment,work intensity arrangement and school management system;and they can establish harmony with students,colleagues and teachers We can also deal with the emotional problems in our work.However,the beginning teachers of special education schools also face some adaptive problems in the process of entry,such as inadequate analysis and use of teaching materials in teaching,incomplete teaching contents in class,inadequate response to emergencies,untimely teaching reflection after class,easy to get nervous and disordered when they get along with leaders,lack of firm professional ideals and beliefs,and lack of long-term career planning,sluggish role transformation,vague identity of teachers,etc.This study analyzes the causes of these problems from subjective and objective aspects.Based on the results of the research on the current situation of the entry adaptation of the new teachers in the special education schools,this study puts forward the countermeasures and suggestions to solve the problems from three aspects: the teachers themselves,the training universities and the entry schools.The beginning teachers should constantly adjust themselves before entering the job,especially in their mentality and ability;colleges and universities should constantly improve the depth and breadth of students’ educational practice,and focus on adding practical teacher education courses;the beginning teachers should be given more attention and help,improve the training system,and solve their worries.The three parties need to work together to form a strong support for the beginning teachers’ adaptation in special education schools.