A Study On Teaching Anxiety Of Mathematics Normal School Students

At present,teachers have great psychological pressure.Even serious teachers may escape from teaching or have job burnout,depression and arrhythmia.It is necessary to study the problem of mathematics normal students' teaching anxiety,because too high or too low teaching anxiety will directly affect the teaching status of teachers and at the same time indirectly affect students.The problems studied in this study have theoretically enriched the study of mathematics normal students' teaching anxiety and the development of mathematics teachers.The "Teaching Anxiety Questionnaire for Normal College Students of Mathematical Sciences" can be used as a reference for the teaching anxiety of teachers in other disciplines;the research findings can help understand the level of teaching anxieties of normal college students,thus make them more aware of their anxious content,so as to find ways to reduce their anxiety,so that they can take targeted measures to reduce the anxiety of teaching from their roots,then promote your career development in future.This study mainly used the literature reading method,expert consultation method,interview method,and questionnaire survey method.Based on the results of the interviews and related literature,an anxiety questionnaire for teaching mathematics normal students was prepared.After the test and revision,the "Anxiety Questionnaire for Teaching Normal College Students" was used for formal measurement.The formal survey examines the anxiety of students who are junior and senior students in mathematics and applied mathematics from a normal university and mathematics teachers with a teaching age of less than five years.By analyzing the anxiety of mathematics students in mathematics,and comparing the teachers' teaching anxiety of post-service teachers,the status quo of teaching anxiety and the main content of anxiety are obtained,and corresponding suggestions are given.SPSS was used for statistical analysis and analysis of valid questionnaires.The main conclusions are as follows:(1)The main contents of mathematics normal students' teaching anxiety are:teaching effects,mathematics teaching knowledge and ability,teaching evaluation,mathematical emotions and attitudes,teaching dexterity,teaching aids And technology.(2)Normal mathematics students have a moderate overall level of anxiety,a higher degree of anxiety in mathematics teaching knowledge and abilities as well as mathematical emotions and attitudes,and a lower degree of anxiety in teaching aids and technical and teaching evaluation dimensions.The level of teaching anxiety of on-the-job mathematics teachers is generally lower than that of mathematics normal students,but the trend of anxiety on these six dimensions is generally consistent with that of mathematics normal students.Highly anxious mathematics normal students have higher levels of anxiety in students' mathematical emotions and attitudes,mathematics teaching knowledge and abilities,and teaching effects,yet they have lower levels of anxiety in teaching aids and technical dimensions.(3)Combining the results of semi-structured interviews with mathematics normal students in teaching anxiety,the suggestions for reducing the teaching anxieties of mathematics normal students are proposed from both the teacher's own level and organizational level.For teachers'own level,they should continue to study professional books and periodicals by communicating with classmates and experienced teachers to conduct teaching reflections and teaching practices.On the organizational level,the setting of college courses should focus on both theory and practice,in addition to,pre-employment training should also be implemented.