上世紀五十年代左右,研究者開始重視有關教師焦慮的研究,并且發(fā)現教學焦慮是教師普遍存在的一種情緒狀態(tài),它不僅會影響教師的教學質量,還會損害教師的身心健康。然而,研究者之前對焦慮的研究多集中于學生的學習焦慮,較少關注教師的教學焦慮,尤其是小學英語教師這個特殊的群體。本研究以斯皮爾伯格的狀態(tài)特質焦慮理論、班杜拉的期望效能理論和不確定性理論為理論基礎,采用問卷調查和訪談的研究手段對桂林市秀峰區(qū)55名小學英語教師就教師教學焦慮問題進行調查研究,旨在回答以下幾個問題:1)小學英語教師教學焦慮的整體情況如何?2)小學英語教師的教學焦慮與性別、教齡、職稱如何關聯?3)小學英語教師的教學焦慮有哪些成因?問卷調查的結果采用軟件SPSS19對數據進行統(tǒng)計和分析,對訪談的結果采用內容分析法進行分析。研究發(fā)現:小學英語教師的教學焦慮總體上處于較低水平;在教學前、教學中和教學后的教學焦慮水平盡管相近,但多數教師在教學前有較高的焦慮水平。其次,男教師的教學焦慮水平無論在哪一個維度都要要高于女教師。最后,擁有不同教齡和職稱的英語教師在不同的維度也會存在不同程度的教學焦慮,其中值得注意的是在教學中這一維度,教齡超過10... 

【文章來源】：廣西師范大學廣西壯族自治區(qū)

【文章頁數】：81 頁

【學位級別】：碩士

【文章目錄】：
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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