小学教师共情能力调查分析及对策研究

本研究采用台湾学者吴静吉等根据Davis人际反应指数（IRI）量表修订而成的人际反应指针量表（IRI-C）对杭州五所小学教师，分别从观点采择、想象力、同情关心、个人痛苦四个维度对其共情能力状况进行调查。结果发现，小学教师总体上具备了中等偏上的共情水平。在共情关心维度上，小学女教师的共情能力极其显著高于男性教师；青年组和老年组的教师得分略高于中年组教师；不同教龄的教师在该维度存在显著差异，其中教龄在5年以下的教师得分最高。在观点采择维度上，教师得分随着教龄的增长而提高；高年段教师该维度得分显示高于低年段教师。班主任与否、不同科目、文理不同出身对小学教师共情能力无显著差异影响。本研究目的在于通过调查小学教师共情能力现状特点为提高其共情能力提供一些建议和指导。

The research is IRI-C formulated by Taiwan scholar Wu Jingji, etc. in light of Davis IRI-C, to investigate the empathy ability of teachers of five primary schools in Hangzhou in the following four dimensions: prospective taking, imagination, empathy concern, and personal pain. The result shows that teachers of primary schools generally possess above-average empathy level. In terms of empathy concern, the empathy abilities of women teachers of primary schools are obviously higher than men teachers; the scores of teachers of youth group and senior group are slightly higher than those of middle-aged group; teachers of different school ages have significant differences in the dimension. Thereinto, the teachers with less than 5 years of school age have the highest mark. In dimension of perspective taking, the teachers' scores increase with the increase of school age; the scores of high-age teachers in the dimension are higher than low-age teachers. The following three aspects do not have significant influences on the empathy abilities of teachers of primary schools: whether the teacher is in charge of a class or not; teachers of different disciplines; whether the teacher studies art or science. The purpose of the research is to put forward some advices and guidance to improve their empathy abilities in light of the characteristics of current situations of empathy abilities of teachers of primary schools.

关键词：共情； 小学； 对策

Key Words: empathy ability； primary school； countermeasures

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