国际教师焦虑研究可视化分析(1982—2022)及其启示  

A Visual Analysis of International Research on Teacher Anxiety(1982—2022)and Its Implications

作　　者：范玉梅 谢子欣 FAN Yumei;XIE Zixin

机构地区：[1]华中师范大学外国语学院,湖北武汉

出　　处：《语言教育》2024年第2期32-42,共11页Language Education

基　　金：2023年度国家社科基金“教育数字化转型下基础教育英语教师能动性及提升路径研究”(项目编号:23BYY151)的部分成果。

摘　　要：本研究采用CiteSpace和Excel软件,对1982—2022年Web of Science核心合集的国际教师焦虑文献进行可视化分析。研究发现:1)教师焦虑研究发文量自2008年来明显增多,近三年发文势头强劲;发文区域主要来自土耳其、美国和中国等;2)实证研究方法多样化,研究对象涉及各发展阶段和不同层次学校的教师,特别是数学和二语教师;3)前沿话题包括教师焦虑的多维影响因素、测量工具、焦虑反应和调节策略等三个方面。最后,本文从多个方面探讨了其对我国外语教师焦虑研究的启示。By employing the tools of CiteSpace and Excel,this study conducts a visual analysis of the international research on teacher anxiety in the core database of Web of Science from 1982 to 2022.The results are as follows:1)the number of the publications on teacher anxiety has increased dramatically since 2008,with a particularly strong development in the past three years;the publications are mainly from Turkey,the United States and China;2)the relevant research adopts a variety of empirical research methods,and the research objects involve teachers at all stages of professional development and at different levels of schools,especially mathematics and second language teachers;3)frontier topics include the multidimensional antecedents of teacher anxiety,the measuring tools,and the anxiety response and regulation strategies.The article then discusses the implications for future foreign language teacher anxiety research in China from a number of aspects.

关 键 词：教师焦虑 可视化分析 研究对象和方法 前沿发展态势 

分 类 号：H319[语言文字—英语]