幼儿园教师共情能力发展特点及与师幼关系的联系  

The Development of Kindergarten Teachers’ Empathy Ability and Relationship of Teacher-child Relationship

作　　者：曾玲丽 阳泽[1] 王宝珠[1] Zeng Lingli;Yang Ze;Wang Baozhu(Faculty of Education,Southwcst University,Chonhqing,400715)

机构地区：[1]西南大学教育学部

出　　处：《幼儿教育（教育科学）》2018年第7期55-60,共6页Early Childhood Education(Educational Sciences)

摘　　要：本研究采用整群随机抽样法，抽取成都、重庆等地223名幼儿园教师作为调查对象，通过问卷调查发现幼儿园教师共情能力的发展特点及与师幼关系的联系。调查结果显示，幼儿园教师共情能力整体处于中等偏上水平，随年龄和教龄的增长而变化，在学历和幼儿园性质方面存在显著差异；幼儿园教师共情能力与师幼关系的亲密性有显著正相关，与依赖性有显著负相关。建议注重幼儿园教师共情能力的提升，尤其是提升教龄较长教师和高学历教师的共情能力，基于幼儿园教师共情能力促进师幼关系发展。By using cluster random sampling, the researchers surveyed 223 kindergarten teachers in Chengdu and Chongqing through questionnaire, exploring the development characteristics of kindergarten teachers＇ empathy ability and its relationship with teacher-child relationship. The results show that the overall level of kindergarten teachers＇ empathy ability is high, and it changes with the growth of age and number of years of teaching. At the same time, it is affected by the degree of education and the nature of kindergarten. Teachers＇ empathy ability is positively and significantly related to intimacy of teacher-child relation- ship, and negatively to dependence. Empathy ability can significantly positively predict intimacy, but significantly negatively pre- dict dependence. Therefore, it is necessary to pay attention to the improvement of teachers＇ empathy ability and the mainte- nance of the empathy ability of teachers with more teaching years. It is also important to raise the empathy ability of teachers with high education background and promote the development of teacher-child relationship based on teachers＇ empathy ability.

关 键 词：幼儿园教师 共情能力 师幼关系 

分 类 号：G615[文化科学—学前教育学]