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The first three years of the professional growth of teachers is the key of its success or failure is directly related to the future development of beginning teachers. This period is also a crisis of novice teachers' professional development, professional teachers, they will encounter a variety of problems, the so-called \This \\Schools to arrange for beginning teachers instructor, a wide range of support and help, orderly, and effective guidance and lead. Especially in the context of actually teaching, the instructor to help beginning teachers through observation, study, develop an understanding of practice, to reflect on their own teaching, to further enrich the practical knowledge to enhance the teaching skills, qualified for the teaching work as soon as possible to improve the knowledge and skills of teachers to participate in curriculum reform lay the foundation for sustainable growth. While guiding teachers to reflect on their own teaching, summed up their own practical experience and the experience of the old processing uranium, finer design, teaching and education in the educational activities show more wit. Mentoring twinning \Mentoring knot theory of \Information obtained through questionnaires, interviews and observation, more detailed understanding Lanzhou City 14 primary and secondary schools \On the basis of the results of research seeking to improve school mentoring pair the performance effective strategy, a number of recommendations to improve the growth of beginning teachers practice. This paper consists of seven parts. First, described the school mentoring pair of origin and necessity, followed by elucidation of the purpose and significance of the study, then in the literature review section on \theory combing, drawing on existing research results on the contribution of this study, but also shows that this study attempts to make up for. Research ideas and methods, the researchers of this study thinking approach to the study of simple and necessary statements. Finishing of the raw data, draw conclusions, mainly from the determination of the mentoring relationship, beginning teachers confused understanding of the needs, guidance, teachers 'workload analysis of beginning teachers' professional growth. Finally, around how to improve the school mentoring pair, targeted recommendations: improve the school mentoring pair \professional training and support; given full autonomy of teachers; appropriate to reduce the workload of teachers to ensure that teachers have sufficient time to study or guidance; actively explore the many-to-one guidance on the basis of the \further expansion of guidance material; emphasis on the psychological needs of teachers, given due attention, help and satisfaction; create cooperation, shared school teachers culture.
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