教育生态学视野下的初中英语课堂“师源性”焦虑现状与分析  

A Study on Teacher-caused Anxiety in Middle School English Class under Educational Ecology Perspective

作　　者：李侦[1] 蒋小伟[1] 

机构地区：[1]赣南师范学院外国语学院,江西赣州341000

出　　处：《赣南师范学院学报》2016年第2期82-86,共5页Journal of Gannan Teachers' College(Social Science(2))

基　　金：2013年江西省教育科学规划项目(13YB119)

摘　　要：为了从教育生态学视野检测初中英语课堂的平衡状态,提高学生英语学习效率,对初中309名学生在英语课堂上的"师源性"焦虑进行了调查。结果发现:初中生的英语课堂"师源性"焦虑属于中等水平;男女生的英语水平在"师源性"焦虑上呈现差异性,但没有年级差异;初中生英语成绩与"师源性"焦虑呈显著负相关,英语成绩差的学生焦虑水平高;引起"师源性"焦虑的主要因素有教师语言、课堂活动、课堂提问、教师不良情绪、教师专业素质、课堂纠错和课堂评价,其中教师语言和课堂提问是两个主要的焦虑维度。With the Questionnaire of Teacher-caused Anxiety for Middle School English Class as the instrument and 309 middle school students as the subjects, the study explored the situation of ＂teacher-caused anxiety＂ in middle school English class. This study is aimed to provide data support in making the teachers＇own behavior in the classroom achieve dynamic balance, building ecologica/class, reducing the ＂teacher-caused＂ anxiety in middle school English class, improving students＇English learning efficiency. The results show that： middle school students＇anxiety caused by their English teacher is at a medium level; there is difference of students＇gender in terms of teacher-caused anxiety, while there is no significant difference of students^Grade. According to the data, boys＇anxiety is higher than girls＇and the degree of students＇anxiety in Grade 7 remains higher than that of students in Grade 8 ; an obviously negative correlation exits between students＇English achievements and teacher-caused anxiety ; the main provoking factors of teacher-caused anxiety are teachers＇lan- guage, classroom activities, classroom questioning, teachers＇bad mood, teachers＇professional quality, classroom correction, classroom evaluation. Teachers＇language and classroom questioning are two main anxiety-provoking dimensions.

关 键 词：英语课堂 “师源性”焦虑 教育生态学 

分 类 号：G456[文化科学—教育学]