职前与职后幼儿园教师共情能力的比较研究  

A Comparative Study on Empathy Ability between Pre-service and Post-service Kindergarten Teachers

作　　者：吴海龙 秦晴[1] 孙民从[1] WU Hailong;QIN Qing;SUN Mincong(College of Education,Central China Normal University,Wuhan Hubei 430079,Chin)

机构地区：[1]华中师范大学教育学院,湖北武汉430079

出　　处：《教育参考》2018年第4期58-65,共8页Education Approach

摘　　要：为了解职前幼儿园教师和职后幼儿园教师共情能力的特点及彼此之间的差异,利用调查量表对126位职前幼儿园教师和101位职后幼儿园教师进行了调查,结果显示:职前幼儿园教师的共情能力处于中等偏上水平,职后幼儿园教师的共情能力处于中等偏下水平,职前幼儿园教师的共情能力显著高于职后幼儿园教师;职前幼儿园教师共情能力在亲密关系状态、性别和子女数量上存在显著差异;职后幼儿园教师的共情能力在专业、幼儿园性质和家庭所在地上不存在差异,但在教龄、幼儿园类型、性别、学历上存在显著差异。据此提出:要以共情训练为契机提升共情识别能力;以情境体验为线索提高共情理解能力;以心理辅导为手段提高共情表达能力。To know the features of kindergarten teachers＇ empathy ability and the differences between each other before and after they start their work,this paper has used the survey scale to investigate 126 pre-service kindergarten teachers and 101 kindergarten teachers. The results have showed that（1）the empathy ability of pre-service kindergarten teachers is at an above-average level,which is significantly higher than that of kindergarten teachers,whose level is below average;（2）there are significant differences in the empathy ability among pre-service kindergarten teachers in terms of intimate relationship status,gender and number of children;（3）there are no significant differences in the empathy ability of kindergarten teachers in terms of majors,the nature of the kindergartens and family location,but significant differences exist when it comes to the years of teaching,the types of kindergartens,gender,and education. Therefore,the researchers suggest that we should improve the ability of empathy recognition by means of the opportunity of empathy training,use situational experience as a clue to improve empathy understanding and improve the ability of empathy expression through psychological counseling.

关 键 词：职前幼儿园教师 职后幼儿园教师 共情能力 比较 

分 类 号：G615[文化科学—学前教育学]