学前师范生共情能力现状及教学改革建议  

A Survey on the Empathy Ability of Preschool Education Majors and Suggestions on Teaching Reform

作　　者：叶晓红[1] 郑有珠[1] 

机构地区：[1]三明学院教育与音乐学院,福建三明365000

出　　处：《陕西学前师范学院学报》2016年第4期109-112,共4页Journal of Shaanxi Xueqian Normal University

基　　金：三明学院2012年度高等教育教学改革项目(W1240/Q)

摘　　要：为了解学前师范生共情能力的特点,本文使用人际反应指针量表对148名学前师范生进行问卷调查。结果发现:(1)学前师范生共情能力处于中等偏上水平;(2)学前师范生的共情能力不存在年级差异,但同情关怀和身心忧急两个维度却表现出年级差异;(3)学前师范生共情能力不存在独生状况差异,但农村生源地学生的同情关怀得分明显高于城市生源地学生。针对学前师范生共情能力的现状特点,为了提升其共情能力,有针对性地提出了不同的建议。In order to understand the empathy ability ,a IRI-C survey is conducted among 148 preschool education majors .The result shows that the empathy ability of preschool education majors is above an average level ;Students’ empathy ability doesn’ t vary with their grade ,while their empathetic concern and physical care is closely related with their grade ;Students’ empathy ability has nothing to do with the number of children in their family , while students from rural area perform better in empathetic concern than students from urban area .Suggestions are proposed to teachers teaching to improve student ’s empathy ability .

关 键 词：师范生 移情能力 教学改革 

分 类 号：G61[文化科学—学前教育学]