Investigation And Research On The Professional Competence Of New Teachers In Primary Schools In Shenyang

With the progress of the Times,the social demand for school education is gradually developing towards high quality.In the process of pursuing educational equity,people not only pay attention to the equity of educational opportunity,but also pay more and more attention to the equity of educational quality.In order to meet the balanced development of quality education,the improvement of teachers’ professional competence has become an important part of school management.In September 2018,the state promulgated the opinions on the implementation of the plan for the training of outstanding teachers 2.0.The document points out that primary school teachers should be trained to excel in all aspects of professional development and accomplishment.The new teachers are not only the main force of the future development of the school,but also the reserve force of the future excellent teachers.The development of professional ability of new teachers in primary schools can not be ignored.It is of great significance to improve the quality of education and teaching.This paper investigates the current situation of professional competence of new teachers in 10 primary schools in Shenyang.Through the collection and collation of the existing literature,this paper defines the new teachers and the two related concepts of teachers ’ professional ability,based on the professional standards for Primary School Teachers（Trial Implementation）issued in 2012,a questionnaire on the status quo of the professional competence of new primary school teachers was developed.Analysis of the survey results shows that the overall professional competence of the new teachers in primary schools is at a lower level,with a greater room for improvement.Based on the further analysis of the five dimensions of the new teachers ’ professional competence in primary schools,this paper summarizes the causes of the current situation from three aspects: First,the lack of practicality in the training of pre-service colleges and universities;Third,teachers’ consciousness of personal development is fragile.In view of the three-level reasons,this research proposes the corresponding countermeasure: First,strengthens the university training the practicality.By increasing the times of practice,setting up special study groups and strengthening the basic skills,teachers colleges combine the theory with practice and pay attention to the development in the training.Second,strengthen the flexibility of primary school management.By strengthening the humanistic care for the new teachers,meeting the emotional needs of the new teachers,perfecting the training system for the new teachers,solving the professional needs of the new teachers in time,and improving the assessment system for the new teachers,internal drive to stimulate the development of new teachers.Third,teachers have a strong sense of personal development.In the process of professional development,new teachers can improve their independence and autonomy by strengthening the consciousness of reflection,planning and scientific research.