6-12岁小学生健全人格的培养研究

发布时间：2018-09-10 20:55

【摘要】：在小学阶段,儿童开始系统地接受正规的学校教育,这一时期良好人格品质的养成对今后的学习、生活和工作有积极的预测作用(Poropat, 2009; Rauthmann, Sherman, Nave, Funder, 2015; Spinath, Freudenthaler, Neubauer,2010)。此外,习近平总书记在 2016年教师节发表重要讲话,强调中小学生要努力做一个心灵纯洁、人格健全、品德高尚的人。因此,培养小学生人格的健康发展是十分必要的。本研究在6-12岁儿童人格的结构、发展特点、影响因素及存在的问题研究基础上,对小学生进行了健全人格的培养研究。研究过程中,构建了儿童健全人格培养目标体系,设计了培养活动库,并采用问卷测量、情境实验和ERP对培养的效果进行了检验。具体研究如下:研究1:构建小学生健全人格培养的目标体系。依据小学生的人格结构,编制了小学生健全人格培养目标确立的教师和家长评定问卷,选取48名小学教师和863名家长根据儿童现阶段需求性对15个人格特质项进行排序,经重复测量方差分析后将家长和教师的结果进行整合,选出小学阶段最迫切需要培养的10个特质,最终确定小学生健全人格培养的总目标。基于总目标,由家长和教师对小学低、中、高年级小学生的积极人格特质进行描述举例,确立小学生健全人格培养的阶段目标。研究2:设计小学生健全人格培养活动库。研究中依据相关理论,基于小学生人格的发展特点,结合构建的总目标和年龄阶段目标,选取出小学生健全人格培养的最佳载体,并设计和筛选出小学生健全人格培养活动。研究3:小学生健全人格培养的现场实验。依据研究2设计的人格培养活动,通过问卷和情境实验两种评定方式来考察小学生人格的发展变化,在小学的一、三、五年级选择实验班和对比班开展为期半年的现场实验,以检验人格培养活动的有效性。研究4:小学生健全人格培养的ERP研究。研究以自我控制这一小学生人格结构中的重要特质为因变量,采用Go/Nogo范式,以Nogo-N2和Nogo-p3波幅变化来从电生理的角度进一步检验人格培养活动对小学生人格健全发展的有效性。研究主要得出以下结论:1.经过对教师和家长对人格特质排序结果进行统计分析得出,小学生健全人格培养的总目标应基于小学生人格结构中教师和家长认为最需要培养的、典型的积极人格特质,即认真尽责、诚实礼貌、探索创新、乐观开朗、自主进取、善交际、计划有序、自我控制、同情帮助、情绪稳定的和谐发展。经对教师和家长对选取的这10个人格特质描述进行质化分析,并结合小学生人格的发展特点、当前国家关于《中小学心理健康教育指导纲要(2012年修订)》,建构了小学生健全人格培养的年龄阶段目标。2.研究依据群体社会化理论、活动理论、积极心理学理论、发展的关键期理论提出,互动体验式心理健康活动能充分吸引儿童的兴趣和注意力,使儿童逐渐将活动中的积极人格品质内化,因此其能够成为小学生健全人格培养的载体。并以小学生健全人格总目标和阶段目标为基础,筛选出60个人格培养活动方案,作为小学生健全人格培养实验的自变量。3.采用准实验设计,在小学的低、中、高年级开展了为期半年的培养现场实验,运用问卷评定和情境实验两种测量方法,结果表明,在问卷测量和情境实验中,实验班在三个年龄阶段小学生人格五维度的后测得分要显著高于前测,并且实验班的人格发展速率高于对比班的发展速率。这表明,筛选出的人格培养活动方案有效地促进了小学生健全人格的发展,无论是问卷测量或是情境实验测量都得出了相一致的结果。4.选取自我控制特质进行了 ERP研究,从电生理角度检验人格培养活动的有效性。结果表明,在后测中,实验班小学生的N2和P3平均波幅显著小于前测平均波幅,但对比班未出现显著性变化,说明了人格培养活动影响了小学生对特定事件的大脑反应,这进一步证实了人格培养活动的有效性。
[Abstract]:At the primary school stage, children begin to receive formal school education systematically, during which the cultivation of good personality traits can positively predict future learning, life and work (Poropat, 2009; Rauthmann, Sherman, Nave, Funder, 2015; Spinath, Freudenthaler, Neubauer, 2010). In an important speech on the Teachers'Day, he stressed that primary and middle school students should strive to be a person of pure soul, sound personality and noble moral character. Therefore, it is necessary to cultivate the healthy development of pupils' personality. In the course of the research, we constructed the goal system of cultivating children's healthy personality, designed the activity database, and tested the effect of cultivation by questionnaire, situational experiment and ERP. According to the needs of children at present stage, 48 primary school teachers and 863 parents were selected to rank 15 personality traits. After repeated analysis of variance, the results of parents and teachers were integrated to select the 10 most urgent traits in primary school. Based on the overall goal, parents and teachers describe and exemplify the positive personality traits of pupils in the lower, middle and higher grades, and establish the stage goal of pupils'sound personality training. Research 2: Design the activity database of pupils' sound personality training. Student personality development characteristics, combined with the construction of the overall goal and age stage goals, select the best carrier of sound personality training for primary school students, and design and screen out the activities of sound personality training for primary school students. Two assessment methods were used to investigate the development and change of pupils'personality. In the first, third and fifth grade of primary school, experimental classes and control classes were selected to carry out a field experiment for six months to test the effectiveness of personality training activities. Using Go/Nogo paradigm and the amplitude changes of Nogo-N2 and Nogo-p3 to further test the effectiveness of personality training activities on the healthy development of pupils'personality from the perspective of electrophysiology. The general goal of cultivation should be based on the typical positive personality traits that teachers and parents deem most needed to cultivate, namely, conscientiousness, honesty and politeness, exploration and innovation, optimism and cheerfulness, self-motivation, good communication, orderly planning, self-control, sympathy and help, and emotional stability and harmonious development. These 10 descriptions of personality traits were qualitatively analyzed and combined with the development characteristics of pupils'personality, the current National Guidelines for Mental Health Education in Primary and Secondary Schools (revised in 2012) constructed the age-stage goals for the cultivation of pupils' sound personality. 2. The research was based on the theory of group socialization, activity theory, positive psychology theory, and development. The critical period theory suggests that interactive experiential mental health activities can fully attract children's interest and attention, and gradually internalize the positive personality traits in the activities, so that they can become the carriers of cultivating pupils'healthy personality. Activity plan, as an independent variable in the experiment of cultivating pupils'healthy personality. 3. The quasi-experimental design was used to carry out a half-year field experiment of cultivating pupils' healthy personality in the lower, middle and higher grades of primary school. Questionnaire evaluation and situational experiment were used to measure the two methods. The results showed that in the questionnaire survey and situational experiment, the experimental class was divided into three age groups. The post-test scores of the five dimensions of personality were significantly higher than those of the pre-test, and the rate of personality development in the experimental class was higher than that of the control class. The results showed that the average amplitudes of N2 and P3 in the experimental class were significantly lower than those in the pre-test, but there was no significant change in the control class, indicating that personality training activities affected the pupils'brain reaction to specific events. This further confirms the effectiveness of personality training activities.
【学位授予单位】：辽宁师范大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：B844.1

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