小学教育专业师范生同理心、社会责任心及融合教育态度的特点及关系分析

Analysis of Characteristics and Relationship of Empathy,Social Responsibility and Inclusive Education Attitudes of Normal Students Majoring in Primary Education

为探讨小学教育专业师范生同理心和社会责任心的特点及其对融合教育态度的影响,采用人际反应指针量表、大学生社会责任心量表和教师融合教育多维态度量表对某高校231名小学教育专业师范生进行调查。结果显示:小学教育专业师范生对融合教育持“基本同意”的态度,同理心处于中等水平,社会责任心较强;同理心和社会责任心均能显著正向预测小学教育专业师范生的融合教育态度;社会责任心在同理心和融合教育态度之间起着部分中介作用。研究建议小学教育专业将同理心和社会责任心的训练纳入培养目标,开设相关课程提高师范生的同理心和社会责任心水平,进而提高学生对融合教育的接纳程度。

In order to investigate the characteristics of empathy and social responsibility of normal students majoring in primary education and their influence on the attitude of inclusive education,231 normal school students majoring in primary education are investigated by using Interpersonal Reactivity Index,Undergraduates’Social Responsibility Questionnaire and Teachers’Multidimensional Attitudes Toward Inclusive Education Scale.The results show that:students majoring in normal education in primary schools“basically agree”with inclusive education,and their empathy is in the middle level,and they have a strong sense of social responsibility;both empathy and social responsibility can positively predict the inclusive education attitude of students majoring in normal education in primary schools;social responsibility plays a partial mediating role between empathy and inclusive education attitudes.The study suggests that in order to improve normal students’acceptance of inclusive education,the primary school education major should incorporate empathy and social responsibility training into the training goals,and provide relevant courses to improve students’empathy and social responsibility.