| 3,006 | 88 | 215 |
| 下载次数 | 被引频次 | 阅读次数 |
以教龄在一年以内的对外汉语新手教师为对象,旨在考察导致其教学焦虑的影响因素。研究以一对一访谈为主要手段,获取对外汉语新手教师对自身教学焦虑认识的质性资料,并运用扎根理论的方法逐步分析教学焦虑产生的原因,最终形成基于扎根理论的对外汉语新手教师教学焦虑的影响因子模型。研究发现教师语言知识和能力、教师教学能力、学生异质性、教学条件、校方压力这5个因素通过学生课堂表现和师生关系的中介作用而影响教学效果、教师自尊和教师自我效能感,并最终导致教学焦虑的产生,教师自尊在过程中起到了关键作用。
Abstract：The subjects of the present study are the novice TCSL teachers who start teaching within one year,and the study is designed to investigate the factors leading to their teaching anxiety. Through one-to-one interviews,the qualitative data of teaching anxiety from novice TCSL teachers are obtained. Then Grounded Theory is applied to analyze the causes of their teaching anxiety. Ultimately the factor model of novice TCSL teachers' teaching anxiety is developed on the basis of Grounded Theory. It is found that through the mediating effect of students' performance in class and the teacher-student relationship,five factors,i.e. teachers' language knowledge and competence,teachers' teaching ability,heterogeneity of students,teaching condition,and pressure from the school,directly influence the novice teachers' teaching effects,teachers' self-esteem and teachers' sense of self-efficiency,among which,teachers' self-esteem plays the key role.
蔡飞1995精神分析焦虑论批判[J].南京师大学报(社会科学版)(3):69-73.//Cai Fei 1995 Criti-cism on psychoanalytic theory of anxiety[J].Journal of Nanjing Normal University(Social Science Edition)(3):69-73.
连榕2004新手-熟手-专家型教师心理特征的比较[J].心理学报(1):44-52.//Lian Rong 2004 Acomparative research on the mental character of nov-ice,proficient and expert teachers[J].Acta Psychologica Sinica(1):44-52.
孟宪宾,鲍传友2004变革中的教师焦虑与教师专业发展[J].外国教育研究(11):36-37.//Meng Xianbin&Bao Chuanyou 2004 Teachers’concern in the re-form and teachers’professional development[J].Studies in Foreign Education(11):36-37
汪顺求1988教学过程中师生焦虑心理的分析和控制[J].九江师专学报(哲学社科版)(1):50-53.//WangShunqiu 1988 The analysis of teachers and stu-dents’anxiety and its control in process of teachingand learning[J].Journal of Jiujiang Teacher’s College(Philosophy&Social Sciences Edition)(1):50-53.
王丽娟2008中小学教师状态焦虑研究[D].西南大学博士学位论文.//Wang Lijuan 2008 Investigating into State Anxiety among Primary and Middle School Teachers in China[D].Ph.D Thesis,Southwest Uni-versity.
叶澜2001教师角色与教师发展新探[M].北京:教育科学出版社:289.//Ye Lan 2001 An Exploration of Teachers’Role and Their Development[M].Beijing:Educational Science Publishing House:289
张蔚2012对外汉语新手教师教学焦虑研究[D].华东师范大学硕士学位论文:22.//Zhang Wei2012 Research on Teaching Anxiety of Novice TCSL Teachers[D].M.A.Thesis,East China Normal Univer-sity:22.
郑晓华,舒良,赵吉凤等1993状态–特质焦虑问卷在长春的测试报告[J].中国心理卫生杂志(2):60-62.//Zheng Xiaohua,Shu Liang&Zhao Jifeng et al.1993 A report of STAI testing in Changchun[J].Chinese Mental Health Journa(l2):60-62
Berliner,D.C.&B.J.Biddle 1996 The manufacturedcrisis—myths,fraud,and the attack on America’spublic schools[J].Nassp Bulletin(80):119-121.
Gardner,L.E.&G.K.Leak 1994 Characteristics andcorrelates of teaching anxiety among college psychologyteachers[J].Teaching of Psychology(1):28-32.
Trujillo,K.M.&O.D.Hadfield 1999 Tracing the rootsof mathematics anxiety through in-depth interviewswith pre-service elementary teachers[J].College Student Journa(l33):219-233.
Yan,J.X.&K.H.Elaine 2008 Learner’s perceptionsof how anxiety interacts with personal and instructionalfactors to influence their achievement in English:aqualitative analysis of EFL learners in China[J].Language Learning(1):151-183.
1 S-AI量表共20个题项,可能的得分范围为20至80分。
(1)→表示行是“自变量”,列是“因变量”,例如表格第二行第五列的→(表中用“△”注明)表示“教师语言知识能力影响学生课堂表现”。最后三列分别统计各行因素作为“自变量”和“因变量”出现的频次和“自变量”频次与“因变量”频次的差值。“→”方向上的差异表示的含义亦明示。
基本信息:
DOI：10.16131/j.cnki.cn44-1669/g4.2016.02.007
中图分类号:H195.3
引用信息:
[1]张蔚,徐子亮.基于扎根理论的对外汉语新手教师教学焦虑研究[J].华文教学与研究,2016,No.62(02):60-67.DOI:10.16131/j.cnki.cn44-1669/g4.2016.02.007.
基金信息:
教育部人文社会科学规划基金项目:“汉语国际推广背景下的对外汉语教师职前教育课程改革与培养研究”(10YJA740098);; 国务院侨办一般项目:“海外华文教师职业发展规律研究”(GQBY2011022)~~
2016-06-20
2016-06-20