Paper Keywords: novice teachers role adaptation countermeasures

Abstract: The role adaptation of novice teachers is the key period of teachers' career and the key link of teachers' professional development. From students to teachers, new teachers should gradually adapt to the role of teachers and realize the role transformation. However, novice teachers often affect or even hinder their professional growth and development because of role adaptation in the process of entry. This paper starts with the problem of novice teachers' role adaptation, and on the basis of analyzing the causes of the problems, puts forward some measures to solve the problems from both schools and teachers.

There are many different standards for the definition of expert teachers and novice teachers. Some are determined by students' grades, some are selected by school leaders, and sometimes teachers' age, education, teaching experience and parents' evaluation are considered to distinguish expert teachers from novice teachers. [1] The novice teacher referred to in this paper refers to a new teacher who has just taken up his post and has not very rich teaching experience.

The entry period of novice teachers is a critical period for teachers' professional development. Li Kejun said: "In the process of teachers' professional growth, the entry period of novice teachers is a key period, which is related to the formation of teachers' professional ethics, the accumulation of declarative knowledge and procedural knowledge from teaching, and the infiltration of students' views, teaching views and even education views." [2] Among many issues discussed during the induction period, the role issue is indispensable. Whether it is teacher training or qualification certification, we can't avoid the meta-question of "who is a teacher". The study of teacher's role is the basic field of teacher education research. In the process of teacher role learning and role playing, novice teachers form their own understanding, attitude and emotion about the role they play, and practice this role in their own way, which is the role adaptation of novice teachers. New teachers who have just taken up their jobs, from students to teachers, from recipients of knowledge to imparting knowledge, should change their roles and adapt to them. However, in the actual teaching post, novice teachers have encountered various problems in role adaptation.

First, the role adaptation of novice teachers

1. Role conflict.

Role conflict refers to the contradiction, opposition or conflict between roles or within roles in social role-playing, which hinders the smooth progress of role-playing in complex environment. Teachers not only play the role of "teachers" in schools, but also are responsible for students' learning, and they are also spokesmen and intimate friends of managers, guides, parents. Teachers must make choices when their roles conflict to ensure the smooth and effective development of education. In the face of various role conflicts, new teachers are often afraid to act arbitrarily because of their lack of experience and ability, but they have to make choices, which makes them don't know where to go. Role conflict has become one of the main sources of teachers' work pressure.

2. the role is chaotic.

Individuals can't get a clear role expectation or form a complete and unified role cognition, which is called role confusion. Some new teachers are friends with students after class, but they unconsciously bring this "friend relationship" into the classroom, which reduces the efficiency of classroom teaching and even fails to maintain the basic order of the classroom; Some new teachers get along with the old teachers completely as students. When listening to the old teacher's demonstration class, I lost the purpose of the class and even regarded the students' learning tasks as my own. Some new teachers ignore the law of students' physical and mental development and use inappropriate language to evaluate students, which causes psychological harm to students.

3. The role failed.

Role failure is a very serious disorder in the process of role playing. It means that the role player can't perform successfully for various reasons, and finally has to stop performing halfway, or although he hasn't quit the role yet, it is already full of difficulties, and every step forward will encounter more contradictions. Due to the lack of experience, new teachers who have just taken up their posts adopt bad methods or means in the teaching process, which leads to students' mechanical, boring and boring learning, which inhibits or even stifles students' interest, curiosity and creativity in learning, and ultimately fails to achieve the purpose of imparting knowledge. Although such a teacher is still in the post of teacher, his role is a failure.

Second, the reasons for novice teachers' role adaptation problems

Schools and teachers should pay more attention to the smooth adaptation of novice teachers to the role of teachers and solve problems through mutual cooperation. To solve the problem, we must first find the root of the problem.

1. The complexity of teachers' work.

The characteristics of teachers' work are reflected in the situation (presence), object (uncertainty) and purpose (value) of teachers' work, and the complexity of work determines the complexity of teachers' roles. [3] The complexity of teachers' work makes teachers play multiple roles at the same time: interacting with students, colleagues and parents. In the communication with students, teachers play the roles of education and teaching organizer, student learning guide, ideological and moral educator, curriculum evaluator, classroom manager and student learning role model. When communicating with colleagues, teachers play the role of companions, companions, friends, leaders (or subordinates); When communicating with parents, teachers play the role of students' educational collaborators. The complexity of teachers' work requires novice teachers to play not only one role, but also multiple roles, and skillfully change between different roles. New teachers who have just taken office often can't adapt to this set of complex roles, and sometimes they have the impulse to leave their teaching posts.

2. The change of the times requires a new concept of teachers' role.

China is carrying out new curriculum reform, which puts forward newer and higher requirements for teachers in terms of curriculum function, curriculum structure, curriculum content and curriculum implementation, and has a new understanding of teachers' roles, requiring teachers to realize role transformation in the new curriculum reform. (4) However, due to the influence of long-term traditional ideas, the professional role orientation of teachers in China is not clear, especially novice teachers. The new era requires teachers to be not only educators who preach, teach and dispel doubts, but also managers, organizers, directors and motivators of learning.

Role. Although new teachers have strong learning ability and accept new ideas quickly, they can't adapt to the change of teachers' roles well because of their lack of teaching experience and ability. If they are still engaged in teaching work according to the original traditional concept, it is easy to have the problem that the role of teachers is not suitable.

3. Role cognitive bias.

"Everyone is always in a certain role in the social relations system, and people around him always put forward various requirements and hopes for his attitude and behavior according to the general model of his role, which is the so-called' role expectation'" (the requirement of teachers' professionalization is the social expectation of teachers' role). [5] Teacher's role expectation refers to a hypothesis or expectation of the behavior characteristics that people should have or show for groups or individuals who take teachers as their profession. Before new teachers enter the teaching profession with their own subjective ideas, they are not familiar with the social expectations of teachers' roles, the actual work of their groups and their own practical resources, and it is inevitable that they have subjective understanding. When the expectations of teachers' roles conflict with those of society, teachers often don't adapt to their roles.

Third, the measures to solve the problem of novice teachers' role adaptation

1. Schools should do a good job in introducing and cultivating novice teachers.

Most novice teachers hope to get guidance and help at school. Before a novice teacher officially takes up his post, the school can conduct pre-job training for the novice teacher. After pre-job training, help novice teachers to establish modern educational concepts, form a reasonable knowledge structure and cognitive structure, and have preliminary educational and teaching abilities, so that novice teachers can successfully realize role transformation. In addition, schools should make good use of the existing expert teacher resources and conduct on-the-job training for new teachers. Expert teachers have strong teaching ability, can accurately diagnose problems, prescribe the right medicine, and help novice teachers to propose solutions to problems. In this way, imparting the knowledge and strategies possessed by expert teachers to novice teachers can improve their teaching efficacy and teaching monitoring ability.

2. Adequate educational preparation activities.

Novice teachers should do all the preparatory work before carrying out educational activities. Before carrying out educational activities, we should design the educational content, methods and process, have a clear understanding of the educational objects, and deduce unexpected problems that may occur in the educational process and various methods that may be used to deal with these problems in our minds. This can not only make the education process basically go smoothly, but also make the teacher's role consciousness penetrate deeply into the brain.

3. Reflect on teaching and be a reflective teacher.

If novice teachers want to teach well, be welcomed by students and be affirmed by parents, schools and peers, they must reflect on their own teaching. Reflective teaching refers to "teachers rely on their own practical teaching experience, find problems in practice through in-depth thinking and observation, and seek methods and strategies to solve problems, so as to achieve the purpose of self-improvement and self-improvement". [6] Although novice teachers have done a lot of preparatory work before teaching, there are many things that need to be understood and need to be experienced by themselves in new professional activities. Therefore, we should constantly reflect on the problems and shortcomings in teaching practice, and only by constantly reflecting can we make faster progress.

4. Make a career development plan.

Teachers' professional development plan is the expectation for new teachers to become mature teachers, including novice teachers' understanding of teachers' roles, their grasp of educational ability and wisdom, and their action plans to fulfill their roles. Wu Qiufen believes: "The core of teachers' professional development is to make teachers skillfully engage in education and teaching and become educators who meet professional standards by improving their professional quality." [7] Therefore, the process in which novice teachers put their professional growth plans into practice is the process in which novice teachers demand themselves according to the requirements of mature teachers, and in fact it is also the process in which novice teachers actively strengthen their role as teachers. From this perspective, making a professional growth plan is one of the most important ways for novice teachers to promote role adaptation.

In a word, it is a complicated process for novice teachers to go to work and become professional teachers successfully. In addition to correctly understanding the role of teachers, schools and training departments should also help novice teachers solve practical problems, so as to promote novice teachers to adapt to their roles and promote development.

References:

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[2] Li Kejun. Suggestions on the professional growth of new teachers during their employment [J]. Adult Education in China, 20 10, (1): 102.

[3] Chen Xiangming. The Role of Theory in Teachers' Professional Development [J]. peking university education review, 2008, (1): 4 1-43.

[4] Meng Xianle. The role transformation of teachers in the new curriculum reform and its realization [J]. Educational exploration, 2004, (1): 90-9 1.

[5] Hu Zhijian. Reflections on several issues in the research of teachers' professional development [J]. Educational Research and Experiment, 2009, (6): 38.

[6] Tian Lei. Reflective teaching: an important way to promote teachers' development [J]. Journal of Liaocheng University (Social Science Edition), 20 10, (2): 399.

[7] Wu Qiufen. Teacher professionalization and teacher professional development [J]. Education Research, 2008, (5):70.

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