文章摘要
叶晓红,郑有珠.学前师范生共情能力现状及教学改革建议[J].陕西学前师范学院学报,2016,32(4):109-112
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
投稿时间:2015-11-25  
DOI:10.11995/j.issn.2095-770X.2016.04.026
中文关键词: 师范生;移情能力;教学改革
英文关键词: students majoring in education; empathy ability; teaching reform
基金项目:三明学院2012年度高等教育教学改革项目(W1240/Q)
作者单位
叶晓红 (三明学院教育与音乐学院,福建三明 365000) 
郑有珠 (三明学院教育与音乐学院,福建三明 365000) 
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中文摘要:
      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,有针对性的提出了不同的建议。
英文摘要:
      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.
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