职前教师对幼儿欺负行为的反应——年级与共情的作用

发布时间：2018-01-02 02:23

本文关键词：职前教师对幼儿欺负行为的反应——年级与共情的作用　出处：《学前教育研究》2017年04期 　论文类型：期刊论文

【摘要】：欺负行为在幼儿园很普遍,对于欺负者和被欺负者均有消极影响,教师对欺负行为的反应具有重要的干预作用。本研究以238名一至四年级职前幼儿园教师为被试,通过人际关系反应量表考察被试的"共情关注"和"个人悲伤",通过6个描述欺负行为的图片故事考察被试对3种不同类型欺负行为的反应(严重性判断、同情程度和干预可能性),结果发现被试对身体欺负的反应最高,对关系欺负的反应最低,而且呈现随年级增长而降低的趋势;被试的"共情关注"随年级增长而降低,"个人悲伤"则随年级增长而上升;低"共情关注"的被试对各种欺负行为的同情程度随年级增长而呈下降趋势,高"共情关注"的被试对各种欺负行为的反应无年级差异;"个人悲伤"负向预测被试对各种欺负情境的干预倾向。学前教育工作者应提高对幼儿欺负行为,尤其是关系欺负行为的重视,并加强自身的共情能力,能够及时对幼儿欺负行为进行恰当的干预。
[Abstract]:Bullying is common in kindergartens and has a negative impact on both bullies and bullies. Teachers' responses to bullying play an important role in intervention. This study included 238 preschool teachers in grades one to four. The empathy concern and personal sadness of the subjects were investigated by the interpersonal relationship response scale, and the responses of the subjects to three different types of bullying behaviors (severity judgment) were investigated by six picture stories describing the bullying behavior. The degree of sympathy and the possibility of intervention showed that the subjects had the highest response to physical bullying and the lowest to relational bullying, and showed a decreasing trend with the increase of grade. The "empathy concern" of the subjects decreased with the increase of the grade, while the "personal sadness" increased with the increase of the grade. The sympathetic degree of the subjects with low "empathy concern" to all kinds of bullying behavior showed a downward trend with the increase of grade, while the high "empathy concern" subjects had no grade difference in response to all kinds of bullying behavior; Pre-school education workers should pay more attention to bullying behavior, especially related bullying behavior, and strengthen their empathy ability. To be able to timely child bullying appropriate intervention.
【作者单位】：首都师范大学学前教育学院;
【基金】：北京市教育委员会科技计划项目“幼儿教师的内隐胜任力和形成机制研究”(编号:QKM201710028022)
【分类号】：G615
【正文快照】： 一、问题提出(一)欺负行为及教师对欺负行为的反应欺负是对他人有意图的、反复的伤害,[1][2]可以分为身体欺负(如打,踢,推或任意摆布他人等给他人造成身体上的伤害行为)、言语欺负(如取笑讥讽他人,辱骂他人等给他人造成言语上的伤害行为)和关系欺负(如背后说人坏话,散布谣言,

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