论当代青少年道德移情能力的培养

道德移情能力是道德能力的主要组成部分,对道德行为的养成有重要作用。本文从移情、移情能力以及道德移情能力的概念解读入手,分析道德移情能力的构成要素,在此基础上分析概括青少年在道德移情能力发展的阶段性特征,指出青少年道德移情能力的培养途径。     

语用移情策略在英语教学中的运用

首先介绍了移情和语用移情的概念,分析了语用移情的三种策略,并深入探讨了语用移情策略在英语教学中的具体运用。笔者认为教师在英语教学中必须充分运用好语用移情策略,站在学生的角度,理解学生的情感、目标,激发学生的灵感,才有利于教师提高英语教学效果。     

自闭症谱系障碍儿童共情过程中能力缺陷量化研究

共情缺陷是导致自闭症儿童社交障碍的重要因素。研究选取了28名3-7岁的自闭症和正常发展儿童,通过生理信号、面部表情和认知绩效等多模态数据的分析,探讨自闭症儿童共情过程中各阶段的特点,分析自闭症儿童共情缺陷的具体表现。研究发现,自闭症儿童的共情能力缺陷主要体现在较差的认知共情能力和较差的面部表情模仿能力;自闭症儿童的共情过程存在正常的自下而上的情绪分享过程和异常的自上而下的认知调节过程。因此,自闭症儿童共情能力的干预重点应聚焦认知调节过程中认知共情能力的提升和表情模仿能力的训练。     

Students Abroad Studying Their Own Thing

Abstract

This paper defines teacher empathy, argues that teacher empathy enhances student learning, and offers suggestions for increasing teacher empathy. Teacher empathy is the degree to which an instructor works to deeply understand students’ personal and social situations, to feel care and concern in response to students’ positive and negative emotions, and to respond compassionately without losing the focus on student learning. Teacher empathy is communicated to students through course policies as well as the instructor’s behavior toward students. To increase teacher empathy, we review non-pejorative explanations for undesirable student behavior (e.g., fear of failure), and we suggest ways in which faculty can learn about their students and can structure course policies to increase teacher empathy. Ultimately, we call for research on teacher empathy and student learning.     

论教师共情

教师共情作为教师专业能力的构成性要素,其发生与人类遗传、主体意识、环境影响等因素紧密相连。而探究教师共情的本质,其根本上具有着道德属性。若要推进教师共情的培育,相关教育实践无疑有诸多不可为之处,包括无视教师的过度共情、忽视教师共情的重心等;教育也有诸多可为之处,包括积极推进教师共情内容的构建、教师共情实践的引导等。     

Cognitive and Affective Empathy in Aggressive Boys: Implications for Counseling

The purpose of the study was to explorecognitive and affective empathy in aggressiveboys. A difference between aggressive boys andtheir non-aggressive peers was anticipated,particularly in affective empathy. Fifty-twoboys (25 aggressive and 27 non-aggressive) werecompared for levels of aggression and forcognitive and affective empathy as expressedduring a group interview involvingbibliotherapy. Results confirmed the mainhypothesis; that is, aggressive boys showed alower level of affective empathy, although thegroups did not differ in cognitive empathy. Theproportion of affective empathy amongnon-aggressive boys was double that amongaggressive children. Affective empathy seems toincrease with age, although this result wasinconsistent. The aggressive boys also showed ahigher level of endorsing aggression. Thediscussion focuses on implications forcounseling aggressive boys.     

A systematic review on empathy measurement tools for care professionals

ABSTRACT

Empathic understanding of older adults is a critical attribute required for care professionals to provide quality care and relationship-based practice. To assess care professionals’ empathy, identifying an appropriate empathy measurement tool with good psychometric properties is needed. This systematic review aimed to identify empathy measures that can be used for care professionals and evaluate the rigor of empathy measures. Eligible studies published between 1950 and 2018 were extracted from five databases. A five-criteria appraisal framework was used for quality appraisal of empathy measures. A total of 11 empathy measurement tools were included. Based on the scores of the appraisal framework, CARE, JSE and TES were the highest quality empathy measures, and the lowest quality measure was EQ. None of the measures was specifically developed to measure empathy of geriatric care professionals. This review addresses the limitations of the existing empathy measures and suggests future directions for research.     

Building cultural empathy and deconstructing Whiteness in counselor education

Counselor training that does not attend to dynamics of cultural differences and oppression can run the risk of promoting false empathy that serves the voyeuristic purpose of the counselor rather than achieving accurate empathy for the client. In this article, we discuss the differences between true and false empathy and how Whiteness, racial identity and culture, and classroom dynamics can impact the ability to engage in cultural empathy development. We present a model for cultural empathy training that attends to each of these dynamics.     

Approaching child abuse treatment from the perspective of empathy

Research identifies empathy as a moderating variable in the display of aggression. Research further suggests that empathy is a significant variable in the effective parenting of children. Studies in child abuse show that abusive parents score significantly lower on empathy measures as compared to their nonabusive counterparts. The purpose of this theoretical article is (1) to suggest based on the literature that empathy training should be a core component in treatment strategies with abusive parents. A variety of approaches to empathy training will be suggested; (2) to encourage the implementation of empathy training in interventions with abusive parents and the measurement through research of the effectiveness of this approach to treatment on a short and long-term basis.     

交互式课堂中移情现状调查分析

在影响外语教学众多而纷杂的心理情感因素中,移情起到重要的作用。国内外的许多专家学者已对此进行了大量的研究。在师范英语专业学生中进行的对教师移情的问卷调查和数据统计反映了教师的移情现状。教师在外语教学中应该调整和激发移情以提高交互式课堂教学效果。     

Intercultural empathy among Norwegian students: an inclusive citizenship perspective

In recent decades, Norwegian schools have experienced increased cultural diversification among students. Growing heterogeneity in origin and culture may enhance the risk of student marginalisation, segregation and exclusion. In response to these challenges, this paper examines students’ intercultural empathy and, particularly, how schools can develop their intergroup empathy to support social inclusion. Theoretically, we applied an inclusive citizenship perspective. The study draws primarily on quantitative data gathered from paper questionnaires collected from 1006 students in two upper secondary schools and three lower secondary schools. We explored the antecedents of intercultural empathy among the students using regression analyses. First, we found that there are substantial differences between the scores of boys and girls on intercultural empathy. Second, we found that information on culture and diversity was a predictor of certain aspects of intercultural empathy. Third, a variety of school variables were applied to explore possible ways to support student intercultural empathy, which showed moderate associations with intercultural empathy. Fourth, variables measuring students’ perceptions of human rights implementation in school were also moderately associated with aspects of intercultural empathy. The results and their implications for teaching are discussed.     

Preventing Violence through Empathy Development in Families

Families can help prevent violence through nurturing empathy in their children. This article provides the framework for supporting families in becoming active in their children’s development of empathy. Strategies are provided that help parents and family implement empathy development.     

语用移情的认知解读

语用移情是言语交际中的有效交际策略。交际双方要成功地移情于对方需要做出两方面的认知努力,即心理揣摩和换位思考。语用移情也可以在关联理论中得到解释。交际双方在移情过程中做出的心理揣摩和换位思考是指导说话人生成最佳关联的明示话语和引导听话人获得最关联的语境效果的有效策略。     

“做中学”对小学生同感能力发展的影响

在科学活动中培养学生的社会情绪能力已成为科学教育的重要目标之一。采用自编儿童同感能力自评问卷,以是否参与做中学和性别为自变量,对小学三、四年级学生的同感能力水平进行对比研究。结果发现,实验组学生的同感能力显著高于控制组学生。分析表明,做中学有利于培养学生的同感能力,尤其是对于男生而言,其促进作用更为显著。     

心理学专业大学生的认知方式与共情能力研究——以高等医学类院校为例

采用EFT(镶嵌图形测验)和《大学生共情能力问卷》作为测量工具,探讨医类院校应用心理学专业大学生的认知方式与共情能力及其两者之间的关系。研究结果表明:独生子女的场独立性、共情自我识别显著高于非独生子女,中医心理专业学生的反向理解、负向应对高于医大学生,大三学生的他人情绪识别、一致性理解及总的共情能力高于大二学生;场独立者的他人情绪识别、一致性理解和正向应对及总的共情能力显著高于场依存者;认知方式与共情能力之间存在显著正相关,认知方式对共情能力具有显著的预测作用。     

Fiction,empathy and lifelong learning

The article aims to demonstrate that the impact of fiction on adult learning could be illuminated by a deeper engagement with research into empathy. It recognises that the lifelong learning literature acknowledges the importance of empathy in adult learning and that discussions of the role of fiction in adult learning often refer to fiction’s capacity to promote empathy. There is limited adult education literature exploring how fiction generates empathic feelings or how such feelings might lead to sustained changes in perceptions or actions. This article analyses an example of Hoffman’s work on empathy to illustrate the benefits of engagement with empathy research. This analysis leads to a consideration of fiction’s capacity to promote an involuntary empathy that can help adult learners develop deeper understandings of difference and of excluded groups. It also shows that an understanding of the factors that inhibit the development of empathy and enable individuals to justify the sufferings of others could be of value to educators. Finally it suggests that Hoffman’s examination of conditions that lead to empathic anger is helpful for educators wanting to use the potential of fiction to encourage and promote action in the cause of social justice.     

德育中移情能力的训练

移情是道德教育的一个重要基础点．移情能力训练是德育中不可忽视的一个方面。移情能力的训练方法多种多样。要根据学生的具体情况合理、灵活地选用。教师要重视学生移情能力的培养,促进学生道德品质的健康发展。     

中学生共情能力现状及思考

共情能力是重要的社交能力之一,对于步入中学阶段的青少年而言,共情能力的培养是一个重要课题.本文主要从共情对中学生产生的作用以及中学生共情能力现状展开论述,最后进一步提出提高中学生共情能力的相关建议.     

浅析诗歌翻译中的移情--以《红楼梦》诗词为例

诗歌翻译离不开移情。移情手法的运用为译者和原作者建立一座沟通的桥梁。通过移情,译者能准确把握原作的中心要旨及其表面文字之下所蕴含的深刻意义,从而译出上乘之作。《红楼梦》诗词的英译很好地体现了移情手法的运用。通过适当的移情,杨译本和霍译本都展现了原著的风采。