本文主要分析了全球化時代教師同情心及其培育問題。文章提出，全球化時代教師應擔負起培養具有同情心的世界公民的重要責任。為了履行這個責任，教師本人同情心的喚醒和培育尤為重要，教師的同情心是教師教育倫理形成的奠基性品質。文章辨析了同情心的概念與類型，從同情的對象和機制兩個維度入手，將人類的同情劃分為15 種類型，為觀察和分析一般社會生活包括教育生活中的同情現象提供了概念框架。根據這一概念框架，文章對如何喚醒和培育教師的同情心提出了一些觀念性的意見和建議，期望能夠引起教師培育機構的注意，並希望有助於教師本人對於同情心在教育過程中作用的深刻認識和理解。

This paper aims to analyze the issue of teachers’ sympathy and its development. It proposes that teachers should be responsible for educating global citizens with sympathy in this era of globalization. In order to fulfill this historic duty, one important thing is to awaken and promote teachers’ sympathy to a higher level, which could be considered as a kind of prerequisite quality for forming professional ethics. It analyzes the conception and types of sympathy, concludes that there are 15 kinds of sympathy according to the subjects and causes. It is believed that this classification about sympathy would benefit to observe and understand the phenomenon of sympathy in general and educational life. Based on the framework of sympathy, this paper discusses on how to waken up and promote the quality of teachers’ sympathy, puts forward some ideal suggestions. This paper hopes the concept of sympathy and its significance might be noticed and emphasized by teachers’ training institutes and teachers’ themselves.