發(fā)布時間：2021-03-26 07:19

　　作為聯(lián)結(jié)理論與實際的橋梁,教育實習(xí)對于職前教師發(fā)展意義重大。然而,短期內(nèi)由學(xué)生身份向教師身份的跨越并非易事,教育實習(xí)往往是引起職前教師焦慮的重要來源之一。其次,不同水平的焦慮對行為的影響也各有所異。因此,對于職前教師教育實習(xí)期間焦慮水平的研究十分必要。然而,盡管國內(nèi)外的相關(guān)研究已較為廣泛,但鮮有研究關(guān)注職前英語教師實習(xí)不同階段焦慮水平的變化及原因。因此,本研究以華中師范大學(xué)2018級學(xué)科教學(xué)（英語）專業(yè)49名碩士二年級研究生為研究對象,通過問卷調(diào)查及半結(jié)構(gòu)化訪談探究職前英語教師在實習(xí)前、實習(xí)中期、實習(xí)結(jié)束時焦慮水平的變化及變化原因。研究問題如下:1)在教育實習(xí)的不同階段,職前英語教師的焦慮水平是如何變化的?2)導(dǎo)致職前英語教師焦慮水平變化的原因有哪些?研究結(jié)果顯示,雖然大多數(shù)研究對象在實習(xí)不同階段均處于中等焦慮水平,但總體焦慮水平于不同階段呈現(xiàn)出先升高再降低的變化趨勢,且變化具有顯著性。其次,研究對象在專業(yè)準(zhǔn)備、評價、課堂管理、教職工關(guān)系、教學(xué)法這五個維度的焦慮水平也呈現(xiàn)出先升高再降低的變化趨勢,除教職工關(guān)系這一維度外,其余維度的變化同樣具有顯著性。此外,實習(xí)前至實習(xí)中期職前英語教師焦... 

【文章來源】：華中師范大學(xué)湖北省 211工程院校 教育部直屬院校

【文章頁數(shù)】：107 頁

【學(xué)位級別】：碩士

【文章目錄】：
Acknowledgements
摘要
Abstract
1. Introduction
    1.1 Research background
    1.2 Research purpose and research questions
    1.3 Research significance
2. Literature Review
    2.1 Definition of the key term "anxiety through the teaching practicum"
    2.2 Studies on anxiety level in the teaching field
    2.3 Studies on anxiety-provoking factors in the teaching field
    2.4 Studies on anxiety's impact in the teaching field
    2.5 Studies on solutions to anxiety in the teaching field
    2.6 Summary
3. Research Design
    3.1 Research questions
    3.2 Context and participants
    3.3 Instruments
        3.3.1 The Student Teacher Anxiety Scale
        3.3.2 Interview
    3.4 Data collection and analysis
        3.4.1 Quantitative data
        3.4.2 Qualitative data
4. Results and Discussion
    4.1 The way in which the anxiety level has changed
        4.1.1 Student teachers' anxiety level prior to the teaching practicum
        4.1.2 Student teachers' anxiety level in the middle of the teaching practicum
        4.1.3 Student teachers' anxiety level in the end of the teaching practicum
        4.1.4 The changes in anxiety level throughout the teaching practicum
    4.2 The reasons behind the changes in anxiety level
        4.2.1 Reasons behind the increase of anxiety level in the first period
        4.2.2 Reasons behind the decrease of anxiety level in the second period
    4.3 Discussion
        4.3.1 The changes of student teachers' anxiety level and the reasons behind in thefirst half of the teaching practicum
        4.3.2 The changes of student teachers' anxiety level and the reasons behind in thesecond half of the teaching practicum
5. Conclusion
    5.1 Major findings
    5.2 Implications
    5.3 Limitations and suggestions
Bibliography
Appendix 1: Questionnaire
Appendix 2: Interview protocol
Appendix 3: Table 4.3; Table 4.6; Table 4.9



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