教育实习对职前中学英语教师教学焦虑的影响研究
发布时间：2023-12-27 19:19
随着社会和时代的发展,教师行业承担着越来越多纷繁复杂的任务以及更加重大的职责,这不可避免地使这一行业面对着更多的教学焦虑。研究表明,适度的焦虑是有利的,而教学焦虑水平过高或过低不仅影响教师的身心健康以及教学表现,而且影响学生的学习效果,进而影响教学有效性。因此,教师的教学焦虑越来越受到关注。但是对于职前教师这一群体教学焦虑的研究,国内还非常匮乏。而教育实习期间,进入真实的工作环境,这将会或多或少地影响职前教师的教学焦虑水平。本文旨在研究职前中学英语教师这一群体在教育实习期间教学焦虑水平的变化以及其影响因素。研究主要围绕以下两个问题展开:(1)职前中学英语教师的教学焦虑水平在教育实习前后的变化如何?(2)影响职前中学英语教师教学焦虑水平发生变化的因素有哪些?本研究以华中师范大学外国语学院2018级学科英语教学专业的45名英语教育硕士为研究对象。本研究将教学焦虑分为课前准备、课堂提问与与回答、学生的兴趣与喜欢、课堂教学、课堂管理、英语能力和观察与评价七个维度。在实习前后发放了两次问卷,并利用SPSS(25.0)对问卷的定量数据进行了处理和分析。随后结合问卷分析结果对6名来自不同实习学校并在...
【文章页数】：70 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
摘要
Abstract
1. Introduction
1.1 Research background
1.2 Research significance and research purpose
1.3 Layout of the dissertation
2. Literature Review
2.1 Anxiety
2.1.1 Definitions of anxiety
2.1.2 Classifications of anxiety
2.2 Teaching anxiety
2.2.1 Definitions of teaching anxiety
2.2.2 Sources of teaching anxiety
2.2.3 Impacts of teaching anxiety
2.2.4 Coping strategies of teaching anxiety
2.2.5 Previous research on pre-service EFL teachers' teaching anxiety
3. Research Methodology
3.1 Research questions
3.2 Research participants
3.3 Research instruments
3.3.1 The questionnaire
3.3.2 The interview
3.4 Data collection and data analysis
3.4.1 Data collection and analysis of the questionnaire
3.4.2 Data collection and analysis of the interview
4. Results and Discussion
4.1 The changes of EFL pre-service teachers' teaching anxiety before and after theteaching practicum
4.1.1 Changes of dimension 1
4.1.2 Changes of dimension 2
4.1.3 Changes of dimension 3
4.1.4 Changes of dimension 4
4.1.5 Changes of dimension 5
4.1.6 Changes of dimension 6
4.1.7 Changes of dimension 7
4.2 Factors contributing to the changes
4.2.1 Experience in teaching practicum
4.2.2 The practicum team members
4.2.3 The students in the practieum schools
4.2.4 The school based mentors
5. Conclusion
5.1 Summary of the findings
5.2 Implications of the research
5.3 Limitations of the research
Bibliography
Appendix Ⅰ
Appendix Ⅱ
本文编号：3875744
【文章页数】：70 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
摘要
Abstract
1. Introduction
1.1 Research background
1.2 Research significance and research purpose
1.3 Layout of the dissertation
2. Literature Review
2.1 Anxiety
2.1.1 Definitions of anxiety
2.1.2 Classifications of anxiety
2.2 Teaching anxiety
2.2.1 Definitions of teaching anxiety
2.2.2 Sources of teaching anxiety
2.2.3 Impacts of teaching anxiety
2.2.4 Coping strategies of teaching anxiety
2.2.5 Previous research on pre-service EFL teachers' teaching anxiety
3. Research Methodology
3.1 Research questions
3.2 Research participants
3.3 Research instruments
3.3.1 The questionnaire
3.3.2 The interview
3.4 Data collection and data analysis
3.4.1 Data collection and analysis of the questionnaire
3.4.2 Data collection and analysis of the interview
4. Results and Discussion
4.1 The changes of EFL pre-service teachers' teaching anxiety before and after theteaching practicum
4.1.1 Changes of dimension 1
4.1.2 Changes of dimension 2
4.1.3 Changes of dimension 3
4.1.4 Changes of dimension 4
4.1.5 Changes of dimension 5
4.1.6 Changes of dimension 6
4.1.7 Changes of dimension 7
4.2 Factors contributing to the changes
4.2.1 Experience in teaching practicum
4.2.2 The practicum team members
4.2.3 The students in the practieum schools
4.2.4 The school based mentors
5. Conclusion
5.1 Summary of the findings
5.2 Implications of the research
5.3 Limitations of the research
Bibliography
Appendix Ⅰ
Appendix Ⅱ
本文编号：3875744
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