| The state anxiety of teachers refers to the anxiety of short duration and rapid change in intensity which is generated by the specific working situation of teachers.The current educational ecological environment is full of development,imbalance and competition.The Compulsory Education Curriculum Plan(2022 Edition)(referred to as the "New Plan")and the Compulsory Education Curriculum Standards(2022 Edition)(referred to as the "New Curriculum Standards")of various disciplines have been officially promulgated in April 2022,posing great challenges to Chinese junior high school English teachers.Therefore,from the perspective of education ecology,paying attention to the state anxiety of junior high school English teachers in the transition period of new curriculum reform has become one of the important topics of teacher development research,and also the urgent task of maintaining the balance of education ecosystem.In this study,140 first-line junior high school English teachers in Anshan,Liaoning Province were selected as the research participants,and the following questions were solved by combining questionnaire survey and semi-structured interview: 1.Under the educational ecological environment,what is the current situation of junior high school English teachers’ state anxiety during the transition period of the new curriculum reform? 2.Under the educational ecological environment,is there any difference in the scalar of demographic characteristics(gender,professional title,educational background,teaching age)of junior high school English teachers’ state anxiety in the transition period of the new curriculum reform? 3.What is the impact of state anxiety of junior high school English teachers on the educational ecological environment during the transition period of the new curriculum reform?The research results show that: 1.The state anxiety of junior high school English teachers in Anshan,Liaoning Province is generally at a high level.2.The state anxiety of junior high school English teachers in the transition period of the new curriculum reform is different in the scalar of teachers’ demographic characteristics.Specifically,in terms of gender,the state anxiety degree of female junior high school English teachers is higher than that of male teachers in six dimensions.In terms of professional titles,first-level teachers are significantly higher than the other two types of teachers in the dimensions of career development control anxiety and occupational self-conflict anxiety,and second-level teachers are significantly higher than the other two types of teachers in the dimensions of give and return satisfaction anxiety.In terms of educational background,the degree of satisfaction anxiety of undergraduate teachers is significantly higher than that of master’s and doctor’s teachers.In terms of teaching age,junior high school English teachers with different teaching age have significant differences in teaching preparation and classroom teaching control anxiety dimension.3.State anxiety at the low-level will break the original balance of the educational ecological environment,produce competition and cause the imbalance of the educational ecological system.However,as time goes by,teachers gradually adapt to the state anxiety,give play to their own subjective initiative,use the reaction of moderate anxiety,promote the self-construction of teachers and ecological transformation,promote a new round of balance of educational ecological environment,and seek development and symbiosis,entering a high-level stage.Based on the results of the survey,the author puts forward the following suggestions to alleviate the state anxiety of junior high school English teachers: 1.At the macro level,the education authorities attach great importance to the state anxiety of junior high school English teachers and give sufficient humanistic care to teachers.2.At the meso-level,schools should further strengthen the teaching method training of junior high school English teachers,so as to provide teachers with a democratic and symbiotic cooperative atmosphere.3.At the micro level,teachers should recognize and accept state anxiety,give full play to their initiative,enhance the positive reaction force of state anxiety,and further strengthen the independent ability of teachers’ professional development. |
