Investigation On The Empathy Ability Of Rural Kindergarten Teachers

The key to rural revitalization is education,and the key to education revitalization is teachers.Rural kindergarten teachers are the guide on the road of children’s growth,and the empathy ability is of great significance to the professional growth of rural kindergarten teachers and children’s development.Empathy is prosocial and altruistic,not only conducive to teachers’ professional growth,but also helps to make teachers better understand children,form a good teacher-child relationship,but also to cultivate children’s prosocial behavior,improve children’s social communication ability,and promote children’s physical and mental health development.Therefore,we should improve the empathy ability of rural kindergarten teachers,give play to their important role in building a good teacher-child relationship and promoting the healthy development of children’s physical and mental health,so as to promote the improvement of rural preschool education level in China.This study combines questionnaire survey method,interview method and observation method,including kindergarten teachers in A city,L Province,and further interview and observation according to the questionnaire results.The research results show that the problems of empathy ability in rural kindergarten teachers are mainly manifested as: unbalanced development of overall empathy ability level,lack of consistency of educational method;low accuracy of viewpoint understanding ability,lack of understanding and respect for children;lack of understanding of positive emotions,and frequent neglect of children’s emotional needs.Based on this,the author puts forward corresponding suggestions: teachers should respect and understand children’s thoughts and improve opinion selection ability;teachers should perceive children’s emotions and improve emotional understanding ability;teachers should actively respond to children’s emotional needs and enhance compassion and care ability.