A Study On Participative Learning Of Novice Teachers In Primary And Secondary Schools Under The Mentoring System

Situational learning theory emphasizes the "learning" in practice,learning is the novice(industry)in the practice of "the industry" common"legal process of borderline participation in the body and mentoring make important way for China's teacher education training,to be appointed as teachers provide opportunities for strengthening the practice teaching,let some faster into adapt to teaching activities,And acquire practical knowledge in teacher education work.Novice teachers participate in mentoring activities in schools,and their learning process is reflected in the legal marginal participation process,that is,it is legal for novice teachers to become apprentices in the mentoring system,but the position and way of their participation in learning is marginal participation.This study attempts to reveal the process of novice teachers' participation in learning in the mentoring community and analyze the factors that influence novice teachers' "marginal participation" by using the legitimate marginal participation theory.The paper puts forward some strategies to promote the beginning teachers from "marginal participation" to "full participation".This research adopts qualitative research methods,12 of the tutorial system in three primary school teachers as the research object,based on the "legal marginality to participate in" the theory,through the master and disciple of classroom observation and office observation,depth interview and material collection,record about the education teaching,relationship between teacher and pupil dialogue and interaction,the collection of data from bottom to top,It also analyzes the original data,and puts forward suggestions on how teachers participate in the mentoring system,what factors affect their marginal participation,and how to promote teachers to "full participation" development.The research shows that teachers are in a marginal state of participation in class management,classroom teaching,interpersonal relationship and scientific research at the beginning of their work,which is embodied in "talkative","imitator","panic" and "confusion".With the rich working experience and the continuous guidance of teachers,teachers are developing towards full participation in class management,classroom teaching,interpersonal relations and scientific research,which are embodied in "hard policy","introspective","harmonious" and "handy".According to the research,the generation of teachers' professional knowledge is not achieved overnight,but is constantly formed and changed under the influence of external and internal factors.In the context of mentoring system,teachers' "marginal participation" is mainly influenced by the support of educational administrative departments,the cooperative cultural atmosphere of schools,the guidance of teachers and the "qualification" of apprentices.From outside to inside,the degree of influence is deepening.It is a long process for novice teachers to change from marginal participation to full participation.Teachers should maintain a positive and optimistic learning attitude and develop the habit of selfreflection to accelerate the progress towards full participation.