Sun Binghai, Wang Yaoyao, Ye Qun, Pan Yafeng
Intelligent Laboratory of Child and Adolescent Mental Health and Crisis Intervention of Zhejiang Province, School of Psychology, Zhejiang Normal University, Jinhua 321004, China.
Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua 321004, China.
Brain Sci. 2023 May 6;13(5):767. doi: 10.3390/brainsci13050767.
Empathy has garnered increasing recognition as a pivotal component of teacher-student interactions and a notable determinant of student achievement. Nevertheless, the exact impact of empathy on teacher-student interactions remains elusive, despite research endeavors into the neural mechanisms of teacher empathy. Our article examines the cognitive neural processes of teacher empathy during various forms of teacher-student interactions. To this end, we first present a concise review of theoretical considerations related to empathy and interactions, followed by an extensive discussion of teacher-student interactions and teacher empathy through both "single-brain" and "dual-brain" perspectives. Drawing on these discussions, we propose a potential model of empathy that integrates the affective contagion, cognitive evaluation, and behavior prediction aspects of teacher-student interactions. Finally, future research directions are discussed.
同理心作为师生互动的关键组成部分以及学生成绩的显著决定因素，已获得越来越多的认可。然而，尽管对教师同理心的神经机制进行了研究，但同理心对师生互动的确切影响仍然难以捉摸。我们的文章探讨了在各种形式的师生互动中教师同理心的认知神经过程。为此，我们首先简要回顾与同理心和互动相关的理论考量，然后通过“单脑”和“双脑”视角对师生互动和教师同理心进行广泛讨论。基于这些讨论，我们提出了一个潜在的同理心模型，该模型整合了师生互动中的情感感染、认知评估和行为预测方面。最后，讨论了未来的研究方向。
