摘要
运用《外语课堂学习焦虑量表》和《教师教育行为问卷》对399名3～6年级小学儿童英语课堂学习焦虑及他们知觉到的英语教师的教育行为进行了考察。结果发现:(1)小学儿童英语课堂学习焦虑随年级升高而逐渐增长,五、六年级儿童在交际畏惧、考试焦虑、否定评价恐惧方面的得分都显著高于三、四年级儿童;(2)交际畏惧和考试焦虑是我国小学阶段儿童的主要焦虑类型;(3)在英语课堂学习焦虑的三个维度上,男女生差异均不显著;(4)教师的消极反应与评价、鼓励与帮助是预测学生英语课堂学习焦虑的重要变量。研究结果表明,学校、教师和家长应重点关注高年级学生的课堂学习焦虑情况,加强情感疏导,并且教师要多给予学生积极的评价,有助于降低学生的课堂焦虑情绪。
With the Foreign Language Classroom Anxiety Scale （FLCAS） and English Teachers＇ Teaching Behavior Questionnaire as the instruments and 399 students from grades 3 to 6 as the subjects, the study explored the development trends of Chinese primary school students＇ English classroom anxiety, and the effect of English teacher＇s teaching behavior on it. The results found that： （1） the primary school students＇ English classroom anxiety increase with the rise of grades, and the level of anxiety of students in grade 5 and 6 is significantly higher than those in grade 3 and 4; （2）Communicating anxiety and testing anxiety are the two main types of anxiety in primary school; （3） No significant gender difference was found in all the three aspects of English classroom anxiety; （4）Teachers＇ negative reaction and evaluation, encouragement and assistance are the major predictors of students＇ English classroom anxiety. These founding indicated that teachers and parents should pay more attention to the English classroom anxiety of students in higher grades, and English teachers should try to give students more positive evaluation, which will be very helpful to reduce their English classroom anxiety.
出处
《心理发展与教育》
CSSCI
北大核心
2010年第1期42-47,共6页
Psychological Development and Education
基金
全国教育科学“十一五”规划青年课题(EHA090429)
关键词
小学儿童
英语课堂学习焦虑
教师教育行为
primary school students
english classroom anxiety
teacher＇s teaching behavior
作者简介
通讯作者：李燕芳，E-mail：liyanfang@bnu．edu．cn
