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高中思想政治课教师的教学焦虑是课改后的典型群体样态,在个体信仰、课程改革的适应性与现实的思想政治教育问题方面表现得尤为突出。这种教学焦虑的产生源自高中思想政治课程的社会境遇与主流价值导向的时代冲突、教学过程中“理论化”与“实践化”的教学冲突、课堂中师生关系的地位变化,因而有必要对如何缓解高中思想政治课教师生成的教学焦虑问题进行理论反思,以期寻求破解焦虑样态的有效途径。
The teaching anxiety of high school ideological and political class teachers is a typical group style after the curriculum reform, especially in the individual belief, the adaptability of the curriculum reform and the realistic ideological and political education. The teaching anxiety arises from the conflict between the social situation of the ideological and political course in high school and the mainstream value orientation. The teaching conflict between “theorization” and “practicality” in the teaching process, the relationship between teachers and students in the classroom Therefore, it is necessary to make a theoretical reflection on how to alleviate the teaching anxiety generated by high school thought-politics teachers in order to find an effective way to break the anxiety pattern.