A Case Study On The Teaching Adaptation Of Newly-appointed Primary Chinese Teachers In The Probation Period

New teachers are the fresh blood to build a high-quality,professional,and innovative teaching team,and will be the main force in the teaching industry in the future.They are also the most distinctive and disadvantaged group in the team,especially in the first year of the internship.Faced with the multiple challenges of a new job,they often do not even know how to deal with it,and they fall into a situation of anxiety and self-doubt.At this time,if they do not have the appropriate self-regulation ability or active intervention,they may have doubts about their own specialized concepts,and even lead to a negative concept of resignation.The probation period is an important transition period for new teachers to transition from pre-service learners to post-service professional teachers.This is a critical period for the initial establishment of teachers’ confidence and belief in teaching.Primary school Chinese teachers are the largest group of primary school teachers.At the same time,their teaching tasks are also the most challenging.As we all know,elementary school Chinese plays an important role in the teaching of various subjects in elementary schools.The vast majority of elementary school Chinese teachers must not only do a good job in subject teaching but also undertake the heavy work of the headteacher.These two challenges usually make new Chinese teachers feel pressured and powerless at the beginning of their work.This article uses a case study method to understand the inadaptability of new elementary school Chinese teachers during the probation period(the first year of employment)in teaching problems and the ways to deal with them,observe the changes in their teaching confidence and the whole process of the formation of preliminary teaching beliefs,and explore the influencing factors of the change and provide suggestions for solutions to the teaching discomfort faced by new teachers of Chinese in primary schools.In the existing literature,there are few studies on primary school Chinese teachers during the trial period,and there are few qualitative research methods.This research deeply reproduces the real teaching scene of elementary school Chinese teachers through close observation,interviews,activity product analysis,and other methods.The research believes that the factors affecting the adaptability of freshman Chinese teachers include internal and external factors as well as comprehensive internal and external factors.The study found that the external factors that affect the adaptability of case teaching are the influence of peers and the school;the internal factors are the internal qualities of new Chinese teachers,including professional ideals and self-efficacy,basic educational abilities and personality traits;the integration of internal and external organizations The factor is the teaching practice factor.This factor has the greatest impact on the professional development of elementary school Chinese teachers during the probation period.For the new language teachers in the probation period,the suggestions to improve their teaching adaptability are: cultivate outstanding qualities reflected in practice,consciously follow the trend of Chinese teaching reform,and pay attention to the improvement of self-ability;the relevant suggestions for schools are: do Good induction training,form a democratic management style,implement effective guidance teaching,standardize teaching research,and promote growth.