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幼儿教师职业倦怠的正念干预研究：逻辑理路与实践进路

Research on Mindfulness Intervention for Teacher Burnout in Early Childhood Education: Logical Reasoning and Practical Approaches

Psychology of China / 2025,7(8): 1072-1077 / 2025-09-03 14 5

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• Authors: 梁小玲
• Information:

  萍乡学院，萍乡

• Keywords:
  Mindfulness; Work burnout; Kindergarten teachers; Intervention mechanism; Practice path
  正念; 职业倦怠; 幼儿教师; 干预机制; 实践路径
• Abstract: Preschool teachers’ job burnout is one of the important issues that have attracted much attention in the field of preschool education. It is not related to the physical and mental health of preschool teachers themselves, but also directly affects the quality of care and education and the healthy growth of children. This paper follows the logical path of “whatwhy- how” to explore the practical issue of the application of mindfulness intervention to alleviate preschool teachers’ job burnout. On the basis of expounding the core concepts of and teacher job burnout and demonstrating the feasibility of mindfulness in alleviating job burnout, a three-level practice path of “system introduction-daily integration-cultural integration”was. 幼儿教师职业倦怠是学前教育领域备受关注的重要议题之一，它不仅关系到幼儿教师自身的身心健康，更直接影响到保育教育质量和幼儿的健康成长。本文遵循“是什么—为什么—怎么办”的逻辑理路，探讨正念干预应用于缓解幼儿教师职业倦怠这一现实议题。在阐述正念与教师职业倦怠等核心概念、论证正念缓解职业倦怠的可行性基础上，构建了“系统引入—日常融入—文化融合”三层次实践路径。
• DOI: https://doi.org/10.35534/pc.0708174
• Cite: 梁小玲. (2025). 幼儿教师职业倦怠的正念干预研究: 逻辑理路与实践进路. 中国心理学前沿, 7 (8), 1072-1077.