学前教师共情能力对幼儿发展的影响研究
本研究旨在探讨学前教师共情能力对幼儿发展的影响。首先，文章系统梳理了共情概念及理论基础，深入解析了幼儿心理发展理论，探究了学前教育共情能力发展路径。接着，通过调查分析发现当前幼儿教育中共情能力现状不容乐观，同时幼儿教师共情能力评价困境和培养挑战亦相应显现。根据研究结果，本文提出优化幼教共情能力发展的几项方案，包括共情意识和技能培养策略、共情效益评价策略。具体而言，学前教育从幼儿园成立开始就要注重共情能力的培养，家长和学校应一起协作建立共情教育体系，幼儿园应关注环境因素对共情能力的影响，同时在招聘和培育教师时也要加强相应的方面。最后，在结论部分强调了共情能力对幼儿教育发展的启示，共情能力培养对学前教育的意义，同时也对研究的贡献和限制进行了探讨。
关键词：学前教育 共情能力 幼儿发展
The purpose of this study was to explore the influence of preschool teachers' empathic ability on infant development. First of all, this paper systematically combs the concept and theoretical basis of empathy, deeply analyzes the theory of early childhood psychological development, and explores the development path of empathy ability in preschool education. Then, through investigation and analysis, it is found that the current situation of empathy ability in early childhood education is not optimistic, and at the same time, preschool teachers' empathy ability evaluation difficulties and training challenges also appear correspondingly. According to the research results, this paper proposes several schemes to optimize the development of empathy ability in early childhood education, including strategies of empathic awareness and skill cultivation, and strategies of empathic benefit evaluation. Specifically, preschool education should focus on the cultivation of empathy from the establishment of kindergartens, parents and schools should cooperate to establish an empathy education system, kindergartens should pay attention to the impact of environmental factors on empathy, and strengthen the corresponding aspects in the recruitment and training of teachers. Finally, in the conclusion part, it emphasizes the enlightenment of empathic ability to the development of early childhood education, the significance of empathic ability cultivation to preschool education, and also discusses the contribution and limitations of the research.
Keywords:Preschool education empathic ability early childhood development
摘要 1
Abstract 1
一、前言 2
一、相关概念及理论基础 3
（一）共情概念解析 3
（二）幼儿心理发展理论 3
（三）学前教育共情能力发展路径探究 4
二、共情能力培养的现实挑战 5
（一）幼儿教育中共情能力现状探析 5
（二）幼儿教师共情能力评价的困境与问题 5
（三）幼儿教师共情能力培养的现实挑战 6
三、基于共情能力的幼儿教育促进方案 7
（一）共情意识培养策略 7
（二）共情技能培养策略 7
（三）共情效益评价策略 8
四、结论 9
参考文献 10
致谢 11
