摘    要 共情是教师的必备专业能力，本研究选取杭州市某幼儿园的30名幼儿教师作为被试，并采用测验法，对幼儿教师共情能力现状以及共情能力的特征等展开调查研究。本次研究采用台湾学者吴静音等人根据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）对杭州市某幼儿园的幼儿教师的共情能力状况进行调查。对调查和观察的数据资料用SPSS18。0进行分析，得出以下结果：（1）幼儿教师在总体上具备较高的共情能力，但在个人忧伤维度上有待加强。（2）共情能力在不同年龄段幼儿教师中保持稳定。（3）共情能力在不同教龄的幼儿教师中保持稳定。（4）共情能力在不同婚姻状况的幼儿教师中保持稳定。（5）不同个人体验的幼儿教师共情能力的差异不显著。（6）是否是班主任对幼儿教师共情能力的强弱并无显著影响。建议：加强对培养幼儿教师共情能力的重视；加强组织幼儿教师共情能力的培训；幼儿教师自身应教育教学过程增强共情观念；幼儿教师之间应加强分享与交流，共同促进共情能力的加强。85403

Empathy Ability is the necessary professional competence of the teacher。 In this study, 30 kindergarten teachers in a kindergarten in Hangzhou were selected as subjects。 And use of test method, the status of kindergarten teachers' empathy and the characteristics of empathy and other research。 This study was conducted by investigating the situation of kindergarten teachers in Hangzhou, according to the Interpersonal Response Indicator Scale (IRI-C), which was revised by the Taiwan scholar Wu Jingyin and others according to the Davis Interpersonal Response Index (IRI)。 The data of the survey and observation were analyzed by SPSS 18。0, and the following results were obtained: (1) kindergarten teachers in general have high empathy ability, but in the personal distress dimension to be strengthened。 (2) Empathy ability in the different age of kindergarten teachers to maintain stability。 (3) Empathy ability in the different years of teaching experiences of kindergarten teachers to maintain stability。 (4) Empathy ability in the different marital status of kindergarten teachers to maintain stability。 (5) There was no significant difference in the empathy of kindergarten teachers with different personal experiences。 (6) whether the class teacher has no significant effect on the strength of kindergarten teachers' empathy。 Suggestions: to strengthen the emphasis on the development of kindergarten teachers' empathy; Strengthen the training of kindergarten teachers' empathy; Kindergarten teachers should educate their own teaching process to enhance the concept of empathy; Preschool teachers should strengthen the sharing and exchange, and jointly promote the strengthening of empathy。

毕业论文关键词：幼儿教师； 共情能力； 现状；对策

Keyword: Kindergarten Teacher；Empathy Ability；Status Quo；Countermeasure

目    录

一、问题提出 4

二、研究方法 4

（一）研究对象 4

（二）研究工具 4

三、调查结果及分析 5

（一）幼儿教师共情能力基本情况 5

（二）幼儿教师共情能力与年龄的相关性 5

（三）不同教龄的幼儿教师共情能力的差异比较 6

（四）不同婚姻状况的幼儿教师共情能力的差异比较 7

（五）不同个人体验的幼儿教师共情能力的差异比较