Empathy Training To Promote The Study Of Fourth-grade Students Prosocial Behavior

With the great changes of the social and economic life in recent years, there has been too much emphasis on academic achievement on the education of the pupils, and ignore the problems of moral education. Pro-social behavior is a spontaneous behavior beneficial to others; it plays an important role for the interaction between individuals and the unity of groups. Pro-social behavior has great significance on others and social. Under normal circumstances, people will connect this behavior with the level of individual moral, so pro-social behavior often constitute the foundation of the harmonious relationship between individuals. The development of individual pro-social behavior will be subject to a variety of factors. Empathy is the basis of pro-social behavior in many theories. Some studies suggest that empathic responses are an important motivation for helping behavior. Throughout the stage of the whole child, fourth grade (9-10years old) is a critical period for developing pro-social behavior. On this stage, primary school students’s self-awareness develop rapidly, and begin to have independence and critical awareness. Therefore, to promote pro-social behavior at this stage may have a multiplier effect. Through using questionnaire method and experimental method, these two studies will explore the way of the development of children’s pro-social behavior based on empathy training.Research one:make a survey of fourth-grade children by using questionnaire to explore the relationship between empathy level and pro-social. Carrying out an investigation to236fourth-grade pupils, we find that there is a significant correlation between empathy level and pro-social through correlation and regression analysis. The regression model shows that the level of the fourth grade of primary school students’ empathy can predict pro-social tendencies.Research Two:According to the empathy training program of Otfinowski, we will make some adjustment to situational training story based on characteristics of Chinese school life. Eventually,12sections empathy training courses are formed. After empathy training, the experimental class children’s empathy level and pro-social tendencies is higher than the comparison classes. It proves that short-term empathy training can promote the development of pro-social behavior of the fourth grade of primary school students.All in all, this research makes some positive attempts for training courses designed of children’s pro-social behavior, and has a great practical significance. This research provides empirical support and theoretical evidence for the cultivation of pro-social behavior. Meantime, there are still underrepresented subjects in this study, and lack of a follow-up study aftereffect problem, so there is a great space for further study.