A Survey Of The Current Situation Of Teaching Anxiety Of "student Teachers" In Chinese As A Foreign Language

In the teaching of Chinese as a Second language,many of the "student teachers" in the internship stage will appear with anxiety-based negative emotions,which affect their teaching in different internship.As a reserve force in the process of Chinese language promotion,TCSL students' teaching psychological are linked with the career development and the promotion of Chinese in the future,from teaching psychology,teaching means and knowledge reserve.In the existing literature on the psychological state of teachers,very few will focus on the TCSL teachers.But in fact,the pressure of international Chinese teachers is not lower than other subject teachers,because their students with different age,learning motivation,cultural backgrounds are also different.Based on the factors above,the author explores postgraduate students with teaching experience of Shaanxi Normal University International School of Chinese Studies enrolled in 2015 and some enrolled in 2016 on their anxiety phenomenon in teaching psychology from the following three aspects:First,whether there is teaching anxiety in the "student teacher".Secondly,what are the factors that lead to their teaching anxiety?Finally,which strategies can help "student teachers" to reduce the teaching anxiety.The paper consists of five parts:The first part introduce which mainly explains the reason and significance of the topic,the research goal,the research method,and the research status.This paper mainly elaborates the definition,manifestation,cause,influence and measurement of teacher anxiety and teaching anxiety,and especially focuses those who teach Chinese as a foreign language.The second part briefly expounds the existing anxiety theory which has guiding significance to this article.Including the definition,characteristics and theoretical schools,emphasizing the state-trait anxiety theory.The various schools have constructed and discussed the anxiety phenomenon from different angles,which has important guiding significance for this researchThe third part mainly discusses the research design and the results,which illustrates the research object,the survey tools and the investigation result.The survey object for are seventy-seven master's degree graduate students,the use of the survey tools are TCSL student teachers' teaching anxiety questionnaire,which is modified on the basis of others,S-TAI and interviews.Statistical software SPSS 19.0 was used to do data statistics and analysis on valid questionnaires.Anxiety is prevalent in this survey objects,majority of people are general anxiety.The impact of different hours,experience,and students of teaching,as well as educational background on anxiety are not obvious.However,by comparing the self-made anxiety questionnaire and S-TAI,it is clear that the anxiety state of the teachers in the lesson preparation and class state is positively correlated with the overall level of anxiety,that is the teachers in the teaching state are more likely to be anxious.Teachers' teaching experience is negatively correlated with teachers' lesson preparation and teaching status,that's means the richer experience is helpful to reduce anxiety.The fourth part,the author analyze the anxiety source in "student teachers"teaching on the bases of survey results.In general,it is the result of the interaction of the following four factors:ability type factor,task difference factor,work feedback factor,work communication factor.Among them,the ability factors(including personal knowledge reserves and personality,teaching ability)are the important factors that affect the level of teaching anxiety.In the fifth part,the author according to the different identities gives the reference suggestions.As a student,they should be work hard.To carry out collective preparation of instruction,as well as self-improvement.As internship teacher,"student teachers" to establish a correct view of anxiety,pay attention to exchanges and cooperation with others,and actively participate in teaching and research activities and training,improve teaching reflection ability.The sixth part is the conclusion,summarizes this paper and puts forward the insufficiency.