人本主義心理學(xué)從20世紀(jì)中后期逐漸開始發(fā)展,學(xué)生的情感態(tài)度作為新的課程目標(biāo),受到了各界學(xué)者非常大的關(guān)注。而焦慮作為情感態(tài)度的一方面,也受到了越來(lái)越高的重視。課堂焦慮會(huì)對(duì)英語(yǔ)學(xué)習(xí)者產(chǎn)生非常大的影響,在造成課堂焦慮的各種原因中,除了學(xué)習(xí)者本身的原因,教師也是造成英語(yǔ)課堂焦慮的主要原因。雖然在現(xiàn)有的研究中,很多學(xué)者已經(jīng)研究了英語(yǔ)學(xué)習(xí)焦慮與其它因素之間的關(guān)系,但是以教師為對(duì)象的研究卻是不常見的。因此,本文主要通過調(diào)查與研究來(lái)討論關(guān)于高中英語(yǔ)課堂中“師源性”焦慮的總體情況,并分析產(chǎn)生“師源性”焦慮的主要因素,并提出相關(guān)的建議。本研究通過以問卷調(diào)查與訪談相結(jié)合的方法調(diào)查高中英語(yǔ)課堂教學(xué)中“師源性”焦慮的總體情況。問卷調(diào)查和訪談涉及六個(gè)方面:教師語(yǔ)言、教師提問、課堂活動(dòng)、教師糾錯(cuò)、教師課堂評(píng)價(jià)和教師不良情緒。本文通過問卷調(diào)查和訪談試圖解決以下兩個(gè)研究問題:1.高中英語(yǔ)課堂教學(xué)中“師源性”焦慮的總體情況如何?2.導(dǎo)致高中英語(yǔ)課堂教學(xué)中“師源性”焦慮的主要原因是什么?研究表明:（1）高中生英語(yǔ)課堂學(xué)習(xí)中的“師源性”焦慮普遍存在,并且處于中等偏上的水平。（2）“師源性”焦慮與教師提問,教師語(yǔ)言、教師不良情... 

【文章來(lái)源】：牡丹江師范學(xué)院黑龍江省

【文章頁(yè)數(shù)】：66 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
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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