Effects Of Teachers’ Empathy Ability On English Classroom Teaching Effects In Junior Middle School: An Empirical Study

Empathy ability refers to a basic capability in interpersonal communication and association.At first,most of researchers focused on the function of empathy in psychological counseling.Nowadays,more and more researchers find that empathy ability has an important value in management,education,public service,and even personal life.The English teachers of junior middle school are facing a group of students whose physical and mental development are not completely mature.Thus,the responsibility of English teachers is not only to impart knowledge,but also to pay close attention to the physical and mental development of students.Therefore,teachers’ empathy ability also plays an important role in teaching.However,other studies at home and abroad have shown that researches on teachers’ empathy ability mainly focused on primary school and college,and the related researches about the influence of teachers’ empathy ability on classroom teaching effects are few and far between.From this perspective,this thesis analyzes the differences in empathy ability among the English teachers of junior middle schools,and further studies whether the improvement of empathy ability of English teachers in junior middle school has an impact on English classroom teaching effects.Based on literature analysis,questionnaire survey,classroom observation and interview,this thesis mainly solves the following three problems:(1)Are there any differences in empathy ability among the English teachers of junior middle schools?(2)Can the effects of English classroom teaching be improved by strengthening the empathy ability of an English teacher through training?(3)In what aspects does the improved empathy influence the English classroom teaching effects?The major findings are : first of all,in general,English teachers’ empathy ability of junior middle school is in the upper middle level.Female teachers’ empathy ability are higher than male teachers’,teacher’s empathy ability of high grade are higher than low grade;after that,based on the analysis of IRI-C measurement tool,researcher’s classroom observation and student interviews,it proves that English teachers’ empathy ability of junior middle school can be improved effectively by empathy training;at last,according to qualitative research of classroom observation,the pretestand post-test scores of students in experimental class and control class,pretest and post-test of classroom teaching effects of students in EC and CC,we found that the improvement of English teacher’s empathy ability affects English classroom teaching effects from five aspects including F1: sense of learning or development,F3: group interaction,F4: evaluation and feedback,F5: responsibility and respect as well as F7:workload and difficulty.In a word,teachers’ empathy ability is one of the important factors to impact English classroom teaching effects of junior middle school and the improvement of English teachers’ empathy ability of junior middle school helps to improve English classroom teaching effects of junior middle school.This thesis points out that,on the one hand,school administrators should highly value the training of English teachers’ empathy ability of junior middle school;on the other hand,English teachers of junior middle school not only need to attach importance to improve their empathy ability,but also strengthen the awareness of exerting empathy into students.