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随着我国教育的发展,尤其是近几年高中规模的扩大,许多学校每年都直接从大专院校聘进大批新教师。新教师有他们自己的优势,那就是青春、思维敏捷、精力充沛、知识新颖,与学生年龄接近,易于交流与沟通。但也有他们的弱势:从多年的学生一下成为教师,角色的转变难以适应,又加之新到一所学校,新的环境,新的领导,新的同事,新的教材,新的运作模式,面对这一切,新教师不仅自己要努力适应,而且还要带领新的学生(多数为高一、初一新生)去适应,这其中的压力和困难就可以想象。作为学校方,是让新教师自己去摸索、自生自灭还是创造条件,通过各种渠道加以培育呢?又怎样进行培育?培育中如何进行评价?就让我们以重庆市南华中学为例来讨论此项工作的开展。
With the development of education in our country and especially the expansion of high school in recent years, many schools hire a large number of new teachers directly from tertiary institutions every year. New teachers have their own advantages, that is, youth, quick thinking, energetic, knowledgeable, close to the age of students, easy to communicate and communicate. But there are also their weaknesses: from years of students to become teachers, the role of change difficult to adapt to, plus the new one to a school, the new environment, new leaders, new colleagues, new textbooks, new mode of operation, To all this, new teachers not only need to work hard to adapt themselves, but also to lead the new students (mostly freshmen, freshmen) to adapt to the pressures and difficulties that one can imagine. As a school, is to let the new teachers to explore their own way, or create conditions, through various channels to cultivate it? How to nurture? Cultivation of how to evaluate? Let us take Chongqing South China High School as an example to discuss This work is carried out.