小学英语教师教学焦虑研究

发布时间：2021-11-12 00:23

　　上世纪五十年代左右,研究者开始重视有关教师焦虑的研究,并且发现教学焦虑是教师普遍存在的一种情绪状态,它不仅会影响教师的教学质量,还会损害教师的身心健康。然而,研究者之前对焦虑的研究多集中于学生的学习焦虑,较少关注教师的教学焦虑,尤其是小学英语教师这个特殊的群体。本研究以斯皮尔伯格的状态特质焦虑理论、班杜拉的期望效能理论和不确定性理论为理论基础,采用问卷调查和访谈的研究手段对桂林市秀峰区55名小学英语教师就教师教学焦虑问题进行调查研究,旨在回答以下几个问题:1)小学英语教师教学焦虑的整体情况如何?2)小学英语教师的教学焦虑与性别、教龄、职称如何关联?3)小学英语教师的教学焦虑有哪些成因?问卷调查的结果采用软件SPSS19对数据进行统计和分析,对访谈的结果采用内容分析法进行分析。研究发现:小学英语教师的教学焦虑总体上处于较低水平;在教学前、教学中和教学后的教学焦虑水平尽管相近,但多数教师在教学前有较高的焦虑水平。其次,男教师的教学焦虑水平无论在哪一个维度都要要高于女教师。最后,拥有不同教龄和职称的英语教师在不同的维度也会存在不同程度的教学焦虑,其中值得注意的是在教学中这一维度,教龄超过10... 

【文章来源】：广西师范大学广西壮族自治区

【文章页数】：81 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Abbreviations
Chapter1 Introduction
    1.1 Background of the Study
    1.2 Purpose of the Study
    1.3 Significance of the Study
        1.3.1 Theoretical Significance
        1.3.2 Practical Significance
    1.4 Organization of the Thesis
Chapter2 Literature Review
    2.1 The Definition and Classification of Anxiety
    2.2 The Definition and Classification of Teaching Anxiety
    2.3 Theoretical Foundation
        2.3.1 State-Trait Anxiety Theory
        2.3.2 Efficacy Expectation Theory
        2.3.3 Uncertainty Theory
    2.4 Related Researches Abroad and in China
        2.4.1 Sources of Teaching Anxiety
        2.4.2 Influence of Teaching Anxiety
        2.4.3 Solutions of Teaching Anxiety
    2.5 Framework for the Present Study
Chapter3 Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Questionnaire
        3.3.2 Interview
    3.4 Data Collection and Analysis
Chapter4 Results and Discussion
    4.1 General Picture of Teaching Anxiety
        4.1.1 Data Analysis of Pre-teaching Anxiety
        4.1.2 Data Analysis of While-teaching Anxiety
        4.1.3 Data Analysis of Post-teaching Anxiety
    4.2 Teaching Anxiety and Gender,Teaching Length and Professional Title
        4.2.1 Teaching Anxiety and Gender
        4.2.2 Teaching Anxiety and Teaching Length
        4.2.3 Teaching Anxiety and Professional Title
    4.3 Analysis of the Interview
    4.4 Causes of Teaching Anxiety
        4.4.1 Teachers’Factors
        4.4.2 Students’Factors
        4.4.3 Schools’Factors
Chapter5 Conclusion
    5.1 Major Findings of the Study
    5.2 Implications of the Study
        5.2.1 Implications for Primary School English Teachers
        5.2.2 Implications for Administrators of Primary Schools
    5.3 Limitations of the Study and Suggestions for Further Studies
        5.3.1 The Limitations of the Research
        5.3.2 Suggestions for Future Research
Bibliography
Appendices
    Appendix 1
    Appendix 2
Acknowledgements



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