本文采用了问卷调查和访谈相结合的研究方法，探究汉语国际教育专业硕士实习期间线上、线下这两种教学模式下的教学焦虑问题，研究的内容主要包括汉硕在实习期间的教学焦虑水平、教学焦虑的影响因素以及教学焦虑的缓解策略。

本文在前人研究的基础上，自编了汉语国际教育专业硕士实习期间线上、线下教学焦虑水平调查问卷，有效回收线上教学部分问卷79份，线下教学部分问卷38份。运用SPSS27.0对数据进行统计和分析，得出线上、线下两种教学模式下，汉语国际教育专业硕士的教学焦虑总体水平一般偏高；从总体焦虑水平上来看，线下汉语国际教育专业硕士的教学焦虑水平高于线上汉语国际教育专业硕士的教学焦虑水平。

将教学焦虑内容分为九个维度，通过对九个维度的调查数据分析，得出线上教学部分，线上教学评价焦虑平均值得分最高，其他依次是线上跨文化交际焦虑、线上教师个人要求焦虑、线上教学反馈焦虑、线上教学设备和环境焦虑、线上课堂练习与互动焦虑、线上课堂管理和表现焦虑、线上课前焦虑、线上教学内容焦虑。线下教学部分同样也是线下教学评价焦虑平均值得分最高，其他依次是线下教学设备和环境、线下跨文化交际焦虑、线下教学课前焦虑、线下教学内容焦虑、线下课堂练习与互动焦虑、线下课堂练习与互动焦虑、线下教学反馈焦虑、线下课堂管理和表现焦虑。

本文将汉语国际教育专业硕士线上、线下教学焦虑产生的因素分为教师自身相关因素、学生相关因素、课堂相关因素、教学环境相关因素和疫情相关因素五部分。为了缓解教学焦虑，本文也分别从教师自身层面和学校、机构层面提出了相关的缓解策略。

This paper adopts the research method of questionnaire survey and interview to explore the problem of teaching anxiety in online and offline teaching modes during the internship of the master of Chinese International Education. The research contents mainly include the level of teaching anxiety during the internship of the master of Chinese International Education, the influencing factors of teaching anxiety and the strategies to alleviate teaching anxiety.

On the basis of previous studies, this paper compiled a questionnaire on online and offline teaching anxiety level during the internship of the master of Chinese international education, and effectively recovered 79 questionnaires on online teaching and 38 questionnaires on offline teaching. Using SPSS27.0 to make statistics and analysis of the data, it is concluded that the overall level of teaching anxiety of the master of Chinese international education is generally high under the online and offline teaching modes; From the overall anxiety level, the teaching anxiety level of the offline master of Chinese international education is higher than that of the online master of Chinese international education.

The content of teaching anxiety is divided into nine dimensions. By analyzing the survey data of the nine dimensions, it is concluded that the average score of online teaching evaluation anxiety is the highest, followed by online cross-cultural communication anxiety, online teachers' personal requirements anxiety, online teaching feedback anxiety, online teaching equipment and environment anxiety, online classroom practice and interaction anxiety, online classroom management and performance anxiety, online pre-class anxiety and online teaching content anxiety. The average score of offline teaching evaluation anxiety is also the highest, followed by offline teaching equipment and environment, offline cross-cultural communication anxiety, offline teaching anxiety before class, offline teaching content anxiety, online classroom practice and interaction anxiety, offline classroom practice and interaction anxiety, offline teaching feedback anxiety, offline classroom management and performance anxiety.

In this paper, the factors causing online and offline teaching anxiety of Chinese international education majors are divided into five parts: teachers' own related factors, students' related factors, classroom related factors, teaching environment related factors and epidemic related factors. In order to alleviate teaching anxiety, this paper also puts forward relevant mitigation strategies from the teacher's own level and the school and institution level.