基于给养理论对英语师范生实习焦虑问题的分析与建议  

Analysis and Proposals to Internship Anxiety Among English Pre-service Teachers Based on Affordance Theory

作　　者：敬金秀[1] 曾正平[1] JING Jinxiu;ZENG Zhengping(School of Foreign Languages,Leshan Normal University,Leshan Sichuan 614000,China)

机构地区：[1]乐山师范学院外国语学院,四川乐山614000

出　　处：《乐山师范学院学报》2023年第7期85-91,共7页Journal of Leshan Normal University

基　　金：四川省高校人文社会科学重点研究基地·四川中小学教师专业发展研究中心课题“职前英语教师实习过程中焦虑状态的实证研究”(PDTR2021-19);乐山师范学院2022年校级“融合发展”教学改革项目“新文科视域下政产学研一体化翻译专业人才培养模式研究与实践”(RHJG-2022-08)。

摘　　要：作为教育实习效果的重要影响因素,实习焦虑问题的本质在于机构给养匮乏、目标给养缺失、消极过程给养过度和实习生自身教学实践经验不足。从给养理论出发,缓减或消除英语实习教师来源于课堂管理、教学工作、负面评价及英语语言的焦虑的关键在于:采用合作教学方式、提供丰富的机构给养、增强教育实习指导队伍建设、提供积极的过程给养、依托线上线下英语课程资源以及提供丰富的有形给养。As an imperative link in English pre-service teachers’internship,internship anxiety is essentially attributed to insufficient affordance in teacher education,absence of target-related practice,excessive negative feedback,and lack of teaching experience.Under the guidance of affordance theory,to alleviate or remove English majors’internship anxiety calls for collaborations in coaching,sufficient professional resources from both college classes and internship,refining the coaching system from the perspective of supervision,offering abundant positive feedback and tangible affordance from tutors,and constructing sources both online and offline.

关 键 词：给养理论 英语师范生 实习焦虑 

分 类 号：G622.0[文化科学—教育学]