朱 佳1, 2, 3 柯聪聪1, 2, 3 韩中美1, 2, 3*
（1.浙江师范大学 教育学院，浙江 金华 321004；2.浙江省智能教育技术与应用重点实验室，浙江 金华 321004；3.浙江省数智文教与社会发展实验室，浙江 金华 321004）
【摘 要】中小学教师作为基础教育的核心实施主体，其身心状态直接影响教学质量与学生身心发展，而教师焦虑是教师在教育教学情境中产生的，以紧张、忧虑、烦躁等为核心的负性情绪状态，教师焦虑的有效纾解，前提是精准回答“有多焦虑”与“因何焦虑”两个问题。然而，已有研究多依赖问卷、访谈等单一来源的主观自陈数据，既难以客观刻画教师的焦虑状态，也难以厘清各成因的相对贡献与因果路径。为此，本研究面向中小学教师群体，基于生理、心理、行为多模态数据构建教师焦虑分析模型，对6所中小学的19名教师进行全面的数据收集与实证分析。结果显示：教师焦虑在所调查群体中具有普遍性，且受多重因素共同影响，在控制教学水平压力变量后，同事竞争凸显为与教师焦虑相关度最高的因素，社交关系、情绪压力亦显著相关，学生反馈虽同样达到统计显著水平，但其关联方向在不同分组间未见一致，本研究对此未做进一步判定。
【关键词】教师焦虑；多模态数据；焦虑状态；多元成因
Multimodal Data-Driven Identification of Anxiety States and Analysis of Multiple Contributing Factors among Primary and Secondary School Teachers
ZHU Jia1,2,3, KE Congcong1,2,3 and HAN Zhongmei1,2,3*
(1. College of Education, Zhejiang Normal University, Jinhua 321004, China; 2. Zhejiang Key Laboratory of Intelligent Education Technology and Application, Jinhua 321004, China; 3. Laboratory of Digital Intelligent Culture, Education and Social Development in Zhejiang, Jinhua 321004, China)
Abstract: As the core implementers of basic education, primary and secondary school teachers’ physical and mental states directly affect teaching quality and students’ physical and mental development. Teacher anxiety is a negative emotional state centered on tension, worry, and irritability that arises in educational and teaching contexts. Alleviating teacher anxiety presupposes precise answers to two questions: “how anxious are they” and “why are they anxious”. However, existing studies mostly rely on subjective self-report data from single sources such as questionnaires and interviews, which makes it difficult both to objectively characterize teachers’ anxiety states and to clarify the relative contributions and causal pathways of various contributing factors. To this end, this study constructed a teacher anxiety analysis model based on physiological, psychological, and behavioral multimodal data for primary and secondary school teachers, and conducted comprehensive data collection and empirical analysis with 19 teachers from 6 primary and secondary schools. The results show that teacher anxiety is prevalent among primary and secondary school teachers and is influenced by multiple factors. After controlling for the variable of teaching-level stress, colleague competition emerged as the factor most strongly associated with teacher anxiety, while social relationships and emotional stress were also significantly correlated. Although student feedback also reached a statistically significant level, its direction of association was inconsistent across different subgroups, and thus this study did not make a further determination regarding it.
Keywords: teacher anxiety; multimodal data; anxiety state; multiple causes
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多模态数据驱动的中小学教师焦虑状态判别与多元成因分析.pdf
