高中生英语课堂教学中“师源性”焦虑的现状调查

发布时间：2021-08-10 12:58

　　人本主义心理学从20世纪中后期逐渐开始发展,学生的情感态度作为新的课程目标,受到了各界学者非常大的关注。而焦虑作为情感态度的一方面,也受到了越来越高的重视。课堂焦虑会对英语学习者产生非常大的影响,在造成课堂焦虑的各种原因中,除了学习者本身的原因,教师也是造成英语课堂焦虑的主要原因。虽然在现有的研究中,很多学者已经研究了英语学习焦虑与其它因素之间的关系,但是以教师为对象的研究却是不常见的。因此,本文主要通过调查与研究来讨论关于高中英语课堂中“师源性”焦虑的总体情况,并分析产生“师源性”焦虑的主要因素,并提出相关的建议。本研究通过以问卷调查与访谈相结合的方法调查高中英语课堂教学中“师源性”焦虑的总体情况。问卷调查和访谈涉及六个方面:教师语言、教师提问、课堂活动、教师纠错、教师课堂评价和教师不良情绪。本文通过问卷调查和访谈试图解决以下两个研究问题:1.高中英语课堂教学中“师源性”焦虑的总体情况如何?2.导致高中英语课堂教学中“师源性”焦虑的主要原因是什么?研究表明:（1）高中生英语课堂学习中的“师源性”焦虑普遍存在,并且处于中等偏上的水平。（2）“师源性”焦虑与教师提问,教师语言、教师不良情... 

【文章来源】：牡丹江师范学院黑龙江省

【文章页数】：66 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Chapter Ⅰ.Introduction
    1.1 Background of the Study
    1.2 Significance of the Study
        1.2.1 Theoretical Significance
        1.2.2 Practical Significance
    1.3 Purpose of the Study
    1.4 The Structure of the Study
Chapter Ⅱ.Literature Review
    2.1 The Anxiety and Foreign Language Anxiety
        2.1.1 Definition of Anxiety and Foreign Language Anxiety
        2.1.2 Classification of Foreign Language Anxiety
        2.1.3 Sources of Foreign Language Anxiety
    2.2 The Teacher-caused Anxiety
        2.2.1 Definition of Teacher-caused Anxiety
        2.2.2 The Performance of Teacher-caused Anxiety
    2.3 Theoretical Foundation of the Present Study
        2.3.1 Humanistic Psychology
        2.3.2 Krashen’s Affective Filter Hypothesis
    2.4 Research on Teacher-caused Anxiety at Home and Abroad
        2.4.1 Previous Studies on Teacher-caused Anxiety at Home
        2.4.2 Previous Studies on Teacher-caused Anxiety Abroad
Chapter Ⅲ.Research Design
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Interview
Chapter Ⅳ.Results and Discussion
    4.1 The Current Situation of Teacher-caused Anxiety
    4.2 The Factors of Teacher-caused Anxiety
        4.2.1 Anxiety Caused by Teachers’Questioning
        4.2.2 Anxiety Caused by Teachers’Language
        4.2.3 Anxiety Caused by Teachers’Bad Temper
        4.2.4 Anxiety Caused by Teachers’Classroom Activity
        4.2.5 Anxiety Caused by Teachers’Error Correction
        4.2.6 Anxiety Caused by Teachers' Evaluations
    4.3 Results of Interviews
        4.3.1 The Interview for Students
        4.3.2 The Interview for Teachers
Chapter Ⅴ.Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implication
    5.3 Limitation of the Study
    5.4 Suggestion for the Further Study
References
Acknowledgements
Appendix Ⅰ Questionnaire
Appendix Ⅱ Interview for Students
Appendix Ⅲ Interview for Teachers



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