青年教师的健康成长,与他们自身的职业理解与认知程度、专业潜能自我开发程度、与时俱进的职业价值追求以及实践能力、教研能力、创新能力等因素密不可分。但是,如果没有外因的帮助和引领,即便是青年教师自身激情澎湃、豪情满腔,其发展也未必能达成理想的效果。我们需要担负起培养青年教师的责任,以发展、宽容、激励的心态为他们的进步与成长提供有力的支持和真诚的帮助。用制度和职责引导青年教师前行促进青年教师专业能力的生成和综合素质的提高,需要用制度引领、岗位任务驱动,也需要符合成长规律的专业指导。首先,要以岗位培养和岗位实践为载体,引导他们在从书本认知走向行动感知、从专业理论走向职业实践、从事业理想走向职业现实的过程中,逐步了解教育工作的内容和责任,明确教师职业的道德要求和价值取向;理解国家、学校、社会、家长与学生对教师的要求和期望,为形成发展性 The healthy growth of young teachers is closely related to their own professional understanding and cognition, the potential for self-development of professional potential, the pursuit of professional values ​​through time, and practical ability, teaching and research ability, and innovative ability. However, without the help and guidance of exogenous factors, even if the young teachers themselves are full of passion and pride, their development may not be able to achieve the desired results. We need to take up the responsibility of training young teachers and provide them with strong support and sincere help in their progress and growth through their development, tolerance and motivation. To guide the young teachers to go forward with systems and responsibilities to promote the formation of young teachers’ professional abilities and the improvement of their comprehensive qualities need to be guided by the system and driven by job tasks as well as professional guidance in line with the law of growth. First of all, we should take post training and post practice as a carrier to guide them from the book cognition to action awareness, from professional theory to professional practice, from career ideal to professional reality in the process, and gradually understand the content and responsibilities of education, clear Teachers ’professional ethics and value orientation; understand the teachers’ requirements and expectations of the country, school, society, parents and students,