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。     

移情在教书育人中的应用

移情一词含义丰富,它在不同的领域有不同所指。作为一般心理学意义上的移情,主要是讲体验并理解他人情绪和情感的心理过程,是人的一种替代性情绪和情感反应的能力。教师合理地应用移情,可以获得好的教学效果和提高育人质量。     

采访中的移情

善于移情是一种人际交往能力。采访活动是记者与采访对象之间的人际交往活动。在这个交往过程中,记者运用移情,有助于了解采访对象的社会需要,有助于用自己的情绪感染采访对象,使采访顺利进行。     

移情在高职师生情感互动中的运用

情感是教学的灵魂,没有情感的教育是没有生命力的教育,而心理学中的移情原理为师生的情感沟通架起了一座桥梁。文章从高职教学中师生存在的情感问题出发,尝试以课堂语言、课堂组织形式和教材内容为载体来实现移情,致力于消除高职师生中的消极情感,以构建积极的情感。     

移情在道德教育理论中的体现

卢梭要求培养孩子的道德和怜悯心。卢梭是性善论的提倡者，认为儿童生而具有善性，这是一切道德教育的出发点。他坚持认为人生来具有善性、有良心、能自爱和爱人。他得出人具有善性的结论主要依据人们对受苦受难的人产生怜悯、对受压迫的人给与保护、对不公正的暴力行为等恶行表示愤怒、对正义行为表示敬慕等。卢梭指出，怜悯心是一种自然的情感，对于人类全体的相互保存起着协助作用。怜悯心是使我们设身处地与受害者共鸣的一种情感。所以为了使孩子变成一个有移情之心和怜悯心的人，就必须使他知道有一些跟他相同的人也遭受到他遭受过的痛苦，也感受到他曾经感到过的悲袁．还席该计他知道别人还有另外的痛苦和燕直。     

论《九歌》中的审美移情作用

《九歌》通过一系列自然神生动而又形象地表现了大自然真实的面貌，通过赋予其间强烈的主观情感而揭示了自然物象伟大壮美的特殊的审美感受，读可以体验到其中渗透着的古代人民对大自然的特殊而又真切的审美移情作用。这种健康的情感和人类对自然的伟大追求使《九歌》富于永久的魅力，具有永世不竭的强大的生命力。     

在体验中促进学生良好品德行为的形成

道德情感在学生品德形成中起着重要的动力作用，当学生对道德知识有强烈的情感共鸣时，就能产生巨大的动力，并推动道德认识升华为信念并进而转化为道德行为。为学生创设良好的体验环境，是培养学生良好道德情感的有效途径，必将会促进学生良好道德行为的形成。[第一段]     

不同情境下移情训练对幼儿助人行为的影响

本研究选取天津市某幼儿园中班和大班各两个班共108名幼儿为研究对象,中班和大班各选取一个班为实验班,另一个班为对照班.将幼儿置于无冲突和有冲突两种情境下,研究在这两种不同情境下移情训练对幼儿助人行为的影响.结果表明,移情训练前无冲突情境下幼儿助人行为显著高于冲突情境;在无冲突情境下,中大班助人行为差异显著;在冲突情境下,中大班无显著差异.移情训练后,无论是在无冲突情境下还是在冲突情境下,实验班幼儿的助人行为均显著高于对照班;实验班幼儿在冲突情境下助人行为显著高于无冲突情境中的助人行为.     

浅析移情在幼儿德育中的合理运用

幼儿德育是学前教育的重要组成部分。移情对幼儿道德品质的形成具有重要意义。移情是强化幼儿道德认知的重要手段,是攻击性行为的抑制手段。家长和教师应利用日常生活情境渗透对幼儿移情能力的培养,强化幼儿道德认知,加强幼儿道德情感教育;组织角色扮演游戏,增强幼儿道德体验。     

浅谈移情在小学德育工作中的作用

德育,顾名思义,就是道德教育,从古至今,几乎每一位教育家、思想家都将道德教育放在教育的首要位置,现如今,由于道德危机愈演愈烈,德育工作更是学校教学工作中的重中之重。而小学,是道德形成最关键的时期,因而小学德育是德育工作中最重要也是最需要重视的。     

移情理论对未成年人德育启示

移情理论对当今未成年人德育工作具有重要的启示意义,移情能够为道德发展提供重要的动力因素,有利于未成年人形成正确的道德价值观和良好的道德图境.德育工作者应借鉴移情理论,改进德育工作.从而引导未成年人实现道德情感的完善和发展.     

The role of consequences of moral action in maximizing moral elevation

Moral elevation is described as a state of positive emotion that includes uplifting feelings, positive views of humanity and a desire to be a better person. Numerous empirical studies have demonstrated that elevation has powerful effects on people’s moral intention and behavior. The next step is to investigate how to maximize the emotion of elevation. According to the evolution of moral elevation research and the theory of moral disgust, we hypothesized that the consequences of moral action would influence moral elevation. The results of two studies in the present research (Study 1: N = 122, average age = 36.96 years; Study 2: N = 232, average age = 23.93 years) demonstrated that moral acts with good consequences were more effective in inducing moral elevation than moral acts with bad consequences. The implications for research and practice are discussed.     

The role of elevation in moral judgment

ABSTRACT

Elevation is the emotion elicited by witnessing acts of moral beauty and may be framed as the opposite of disgust. Two studies investigated the role of elevation in moral judgment and its relation to disgust. In Study 1 it was investigated whether elevation can attenuate the effects of disgust on moral transgression judgments. Participants were either induced to experience disgust (by giving them a bitter beverage), or to experience disgust and elevation simultaneously (by video induction). No effects of either emotion on moral transgression judgments were found. In Study 2 the nature of causal connectedness between elevation and moral virtue judgments was investigated by testing whether elevation amplifies moral virtue judgments. It was found that participants judged morally good acts as being more morally good when being elevated, suggesting that there is a bidirectional causal link between elevation and judgments of moral virtue.     

The meaning of role modelling in moral and character education

Character education considers teachers to be role models, but it is unclear what this means in practice. Do teachers model admirable character traits? And do they do so effectively? In this article the relevant pedagogical and psychological literature is reviewed in order to shed light on these questions. First, the use of role modelling as a teaching method in secondary education is assessed. Second, adolescents’ role models and their moral qualities are identified. Third, the psychology of moral learners is critically examined, using Bandura’s social learning theory as point of departure. It turns out that role modelling is rarely used as an explicit teaching method and that only a very small percentage of adolescents recognises teachers as role models. If role modelling is to contribute to children’s moral education, teachers are recommended to explain why the modelled traits are morally significant and how students can acquire these qualities for themselves.     

高校的音乐教育在德育中的作用

高校在进行音乐教育的过程中,有机地将培养学生良好的道德品质、情感品质,增强学生的爱国主义情感、凝聚力和纪律观念结合在一起,让德育教育与音乐教育相互渗透,对促进高校大学生的综合素质提高有着不可或缺的作用。     

Bullying,moral disengagement and empathy: exploring the links among early adolescents

The present study examined possible interactive links between empathy (cognitive and affective), moral disengagement (MD) and various bullying forms using a mediation model in 301 Greek early adolescents (10–12 years old). Results indicated that both dimensions of empathy were significantly negatively correlated, whereas MD was positively correlated with bullying forms. Two mediation models were tested separately for each gender. Mediation analysis indicated that boys with low affective, but not cognitive, empathy were more likely to demonstrate morally disengaged behaviour which in turn increased self-reported bullying involvement. Moreover, boys with high MD were more likely to report cognitive and affective empathy which resulted in greater direct and indirect relational bullying. In the case of girls, low affective and cognitive empathy evoked highly morally disengaged behaviour which triggered greater involvement in several bullying forms. Finally, cognitive and affective empathy partially mediated the link between MD and all forms of bullying for girls. The findings are discussed in the light of the relevant literature and implications for practice.     

Moral reasoning and empathy in adolescents with autism spectrum disorder: implications for moral education

A mixed methods approach was used to understand moral reasoning and empathy in 12- to 18-year-old adolescents with high-functioning autism spectrum disorder (HF-ASD) compared to same age typically developing (TD) youth. Adolescents completed measures assessing empathy (perspective-taking, personal distress, and empathic concern), and moral reasoning, as well as a qualitative interview asking them to discuss a challenging sociomoral situation and recount their moral competencies and strengths in difficult situations. For quantitative results, both groups demonstrated similar empathic concern, but adolescents with HF-ASD had significantly higher personal distress and lower moral reasoning than TD youth. Qualitative results suggest that adolescents with HF-ASD perceived themselves as having empathic concern but struggled to use these feelings to support their actions in spontaneous challenging sociomoral situations. Results suggest that teachers should be educated in providing specific guidance to adolescents with HF-ASD about how to express empathic concern in ways that promote mutually rewarding relationships.     

The role of empathy for learning in complex Science|Environment|Health contexts

Recent research on motivation to learn science shows that science teaching usually supports students’ systemising, but not their empathising cognition. In this paper we argue that empathy, with due caution, should be emphasised in science learning more seriously and consistently, particularly in a Science|Environment|Health pedagogy that aims at fostering the mutual benefit between the three interlinked educational fields. After briefly recapitulating research results about the empathising-systemising (E-S) theory and motivation to learn science, the paper describes the science of empathy and then reflects on the opportunities and challenges of introducing empathy into science teaching. Many studies of effective science learning can be found that involve empathising, though this usually is not made explicit. Thus, bringing empathy into play sheds another light on successful science learning and helps in unfolding its full potential. Moreover, considerations about the role of values in science education entail the insight that, when it comes to complex socio-scientific issues, including empathy is not only useful, but actually vital. The concept of reflective equilibrium, taken from applied ethics, provides a framework for the consideration of both systematic and empathic aspects in science teaching. This undervalued approach promises to involve all students and is therefore a genuine science for all approach.