教师共情技术在高校思想政治理论课中的运用  

Application of Teachers' Empathy Technology in Ideological And Political Courses in Universities

作　　者：王贞贞 WANG Zhenzhen(Xinjiang Medical University, Urumchi Xinjiang 830011)

机构地区：[1]新疆医科大学马克思主义学院,乌鲁木齐新疆830011

出　　处：《宁波广播电视大学学报》2018年第2期102-106,共5页Journal of Ningbo Radio & TV University

摘　　要："共情"是人本主义心理学家罗杰斯提出的在心理咨询和心理治疗领域改善咨访关系的一种有效的沟通技术。教师将共情技术运用到高校思想政治理论课(简称高校思政课程)的教学中,做到走入学生内心,理解学生的感受对于促进学生的学习动机、培养学生健全的人格和营造出融洽的课堂氛围具有现实意义。本文对教师共情技术在高校思政课中运用的现实意义以及作用发挥的理论依据进行分析,并且贯彻共情的宗旨,提出高校思政教师运用共情技术具体的策略:课前引入预先介入机制、课中强化课堂教学平台、课后落实课外舆情监控,对这三个方面进行详细阐述,旨在为高校思政教师运用共情技术、培养共情能力提供理论和实践操作的参考。＂Empathy＂ proposed by Carl Rogers is an effective communicated method for promoting the relationships with psychologist and mental patient in the field of psychotherapy. If teacher uses correctly this method in the ideological and political courses, it will stimulate the students＇ learning motivation and personality. This paper analyzes the realistic meaning of teachers＇ empathy technology in ideological and political courses and its theories. At last, this paper presents the strategies in three aspects in order to supply the theory and practical materials for teachers who want to apply this method and wish to promote the ability of empathy in universities.

关 键 词：教师共情技术 高校思想政治理论课 人本主义心理学 拓扑心理学 

分 类 号：G2[文化科学] B4[哲学宗教—外国哲学]