Investigation And Research On The Learning Content Of New Teachers In Primary Schools In Xi'an

The new teacher is a teacher who has been engaged in teaching for no more than 3 years and whose own teaching experience is immature and still in the primary stage of professional development.New teachers face many difficulties at the beginning of their employment.The education of new teachers is a special stage of post-service education.The orientation of new teachers should solve their difficulties and meet their professional development needs.However,the primary school new teacher orientation education does not play its due effect.Teacher education is the process of teacher learning,which leads to the lack of targeted learning for new teachers in primary schools.Moreover,there are few empirical studies.In view of this,this paper investigates the learning status of new teachers in xi’an primary schools after they are employed.Specifically,this article attempts to answer the following questions:What do new teachers in elementary schools learn?Can new elementary school teachers’learning effectively solve the practical difficulties they face?What are the problems of new elementary school teachers?What kind of professional support and help do new elementary teachers need to make it into the workplace?On the basis of collating the existing literature,this study first formed a research hypothesis:new teachers in primary schools faced many difficulties in the early stage of entry,and the teacher education and individual learning of new teachers in primary schools at the entry stage did not solve the problems faced by new teachers in primary schools.Difficulties,and to define the concept of new elementary school teacher learning:the new elementary school teacher learning included in this study includes onboarding education and individual learning.Among them,onboarding education mainly includes participation in national training projects,off-campus training,school-based training,teaching and research group learning,apprenticeship learning,and consulting peers.Second,the survey method was used to obtain first-hand data on the learning status of new teachers in primary schools in Xi’an.Taking the new teachers of 10 primary schools in Xi’an,Shaanxi Province as the research object,a questionnaire survey was conducted on the learning content of the new teachers of 10 primary schools in Xi’an,Shaanxi Province,and in-depth interviews were conducted with 11 representative primary school teachers.Thirdly,the quantitative analysis and qualitative coding methods are used comprehensively to compare and analyze the entry difficulties and learning contents of new teachers in elementary schools.With a view to describing the learning situation of new elementary school teachers after entering the job,exploring whether their post-employment learning can effectively solve the problem,and revealing the problems existing in the learning of new elementary school teachers.Finally,the three levels of teacher education,school and new elementary school teachers themselves are put forward to improve the effectiveness of new elementary school teachers’ learning.In this study,questionnaire survey and in-depth interview were conducted on the learning contents of new teachers in 10 primary schools in xi’an,shaanxi province.The survey results show that there are problems in the entry of new teachers in primary schools,and their entry learning contents mainly include professional development,ideological and political,general knowledge,life knowledge and skills,leisure and entertainment,etc.Among them,professional development is the core of learning content for new primary school teachers.At the same time,its on-boarding learning content lacks pertinence and fails to effectively solve the practical problems and difficulties it faces.Therefore,it is necessary to revise the orientation training objectives;To improve the curriculum system of on-boarding education;Improve the pertinence of the on-boarding teacher training in the school:first,the school management department should investigate and understand the problems of the new teachers after they enter the school;The second is to carry out targeted special school-based training and teaching research for new teachers.Third,improve the pertinence of mentoring education.Guide the new teachers to improve the efficiency of autonomous learning.The innovation of this paper lies in the fact that the previous research focuses on the investigation and research on the problems existing in the induction of new teachers,and there are few investigations on their induction learning and educational content.Not only investigate new primary school teachers in this study the problems existing in the induction phase,and further investigate its induction learning and education content is targeted,can solve the problems existing in the new teacher induction phase,then for new teachers provide constructive advice,education and learning so as to improve the effectiveness of the new teacher education,and to prevent loss of new teachers,and promote the new teacher professional development has the vital significance.