A Study On The Relationship Between Empathy And Chinese Reading Ability In The Intermediate And Senior Grade Of Elementary Schools

Reading ability has always been the core of Chinese teaching research.Many teachers have found the influence of psychological factors in the process of reading.In recent years,with the deepening of research on Chinese reading education in primary schools and the rise of interdisciplinary research,more and more frontline teachers have discovered the influence of emotions on cognition and tried to introduce the concept of empathy into Chinese teaching in primary schools.Through literature research,it is found that most teachers equate empathy with a teaching strategy and way of educating students,and have a superficial understanding of empathy.The research subjects are mainly teenagers,and there are few researches on the students of different grades in primary school.The research based on the Simple of View theory and the reading development stage use the TWSA 2017 Chinese reading ability proficiency scale of the third grade and the fifth grade,interpersonal response index scale of Taiwan version(IRI-C)as the measuring tool,and specifically investigate the relationship between the empathy and reading ability in the middle and high grades of primary schools in different dimensions.A random sample of 150 primary school students in Hangzhou was taken as the intermediate and senior grades of primary schools.The study mainly examined four aspects: the performance of reading ability of students in the intermediate and senior grades of primary schools and gender differences;Students' empathy in the intermediate and senior grades of primary schools,gender differences,grade differences;The correlation between empathy and reading ability in the intermediate and senior grades of elementary schools;On the basis of the correlation above,we continue to investigate their mutual influence.The results of this study are as follows:(1)The reading ability of girls students in the intermediate and senior grades of primary schools was found to be higher than that of boys.There were significant gender differences in pronunciation and form correspondence in the third grade.(2)The investigation of empathy ability of students in the intermediate and senior grades of primary schools found that girls' empathic concern was better than boys' and there were significant gender differences.The imagination of the fifth grade was better than that of the third grade and there were significant differences between the fifth grade and the third grade.(3)The correlation between empathy ability and reading ability of students in the intermediate and senior grades of primary schools shows that there is a positive correlation between the third grade perspective taking,fantasy and phonological correspondence,word understanding respectively,and there is a positive correlation between empathic concern and inferential understanding.There is a positive correlation between imagination and word understanding,sentence meaning understanding,critical understanding in fifth grade student.There is also a positive correlation between empathic concern and narrative reading score in the third grade.(4)The regression relationship between empathy and reading ability of students in the intermediate and senior grades of primary schools was investigated.In the third grade,perspective taking and fantasy have a very significant predictive effect on sound-form corresponding and word understanding respectively.And empathic concern can predict the scores of inferential comprehension.Imagination in the fifth grade has a remarkable predictive effect on word understanding,sentence understanding and critical understanding.Third grade empathy concerns predicted the scores of narrative essays.This study confirmed the correlation between empathy and reading ability,and based on the results of in-depth analysis,proposed measures for practical education and teaching.Future studies should adopt more methods to evaluate and test the results of this study.