隨著社會(huì)和時(shí)代的發(fā)展,教師行業(yè)承擔(dān)著越來越多紛繁復(fù)雜的任務(wù)以及更加重大的職責(zé),這不可避免地使這一行業(yè)面對(duì)著更多的教學(xué)焦慮。研究表明,適度的焦慮是有利的,而教學(xué)焦慮水平過高或過低不僅影響教師的身心健康以及教學(xué)表現(xiàn),而且影響學(xué)生的學(xué)習(xí)效果,進(jìn)而影響教學(xué)有效性。因此,教師的教學(xué)焦慮越來越受到關(guān)注。但是對(duì)于職前教師這一群體教學(xué)焦慮的研究,國內(nèi)還非常匱乏。而教育實(shí)習(xí)期間,進(jìn)入真實(shí)的工作環(huán)境,這將會(huì)或多或少地影響職前教師的教學(xué)焦慮水平。本文旨在研究職前中學(xué)英語教師這一群體在教育實(shí)習(xí)期間教學(xué)焦慮水平的變化以及其影響因素。研究主要圍繞以下兩個(gè)問題展開:(1)職前中學(xué)英語教師的教學(xué)焦慮水平在教育實(shí)習(xí)前后的變化如何?(2)影響職前中學(xué)英語教師教學(xué)焦慮水平發(fā)生變化的因素有哪些?本研究以華中師范大學(xué)外國語學(xué)院2018級(jí)學(xué)科英語教學(xué)專業(yè)的45名英語教育碩士為研究對(duì)象。本研究將教學(xué)焦慮分為課前準(zhǔn)備、課堂提問與與回答、學(xué)生的興趣與喜歡、課堂教學(xué)、課堂管理、英語能力和觀察與評(píng)價(jià)七個(gè)維度。在實(shí)習(xí)前后發(fā)放了兩次問卷,并利用SPSS(25.0)對(duì)問卷的定量數(shù)據(jù)進(jìn)行了處理和分析。隨后結(jié)合問卷分析結(jié)果對(duì)6名來自不同實(shí)習(xí)學(xué)校并在...

【文章頁數(shù)】：70 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
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



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