【作者】 李伟强；

【导师】 岑国桢；

【作者基本信息】 上海师范大学 ， 发展与教育心理学， 2007， 博士

【摘要】 通过对国内外学者关于学校道德氛围研究进行综述与分析,我们发现学校道德氛围心理学研究仍有显见的不足与空白,非常有必要进行深入研究。在我国,当前进行学校道德氛围研究既有时代意义,也有理论意义与实践价值。通过文献研究、访谈研究等途径,我们界定了学校道德氛围的概念并编制了学校道德氛围问卷,经心理测量学检验,由公正、关爱与宽恕构成的学校道德氛围问卷具有较高的信度与效度等指标,可以作为我国学校道德氛围心理学研究的测查工具。用该问卷作为研究工具,从我国东部、中部及西部的4所学校中各随机抽取初一、初三与高一的各一个班进行问卷研究。研究结果表明,学生对关爱氛围的感知程度明显高于对宽恕氛围、公正氛围的感知程度,中部地区学校的学生道德氛围感知程度高于西部与东部地区的学生,初一学生学校道德氛围感知程度高于初三与高二学生。除公正氛围感知程度有明显差别外,男女同学对学校道德氛围的感知程度没有显著差异。分别以学校里的倡行(受鼓励、赞扬的行为)与陋行(受禁止、批评的行为)为内容编制情境故事作为研究材料,从学生对道德规范遵违的感知来对学生学校道德氛围感知进行情境故事的投射性研究。研究结果表明,对这两种氛围的感知,会随主人公意愿、求助者要求、老师要求、家长态度、社会态度的不同而不同,且在认知判断、行为倾向、情感体验上也会表现出差异。在访谈研究中发现,在公正氛围感知方面,三个年级的学生都认为学校里有大量不公正的现象存在;在关爱氛围感知方面,初一与高二学生认为班级里关爱情况较多,而初三学生的感知与他们相反;在宽恕氛围感知方面,初一与初三学生感到几乎没有,而高二学生则感到同学之间有宽恕现象存在。以公正氛围感知与关爱氛围感知为内容,采用情境讨论与角色扮演两种方式,对初一年级学生进行了干预研究。研究发现,以公正氛围感知为内容的干预训练,对提高被试公正氛围感知程度有明显的效果;以关爱氛围感知为内容的干预训练,不仅能提高被试关爱氛围感知程度,且能对宽恕氛围感知产生纵向迁移。以情境讨论或角色扮演的方式进行干预,对提高被试公正、关爱与宽恕氛围的感知程度都有明显的效果。更多还原

【Abstract】 By review and analysis the researches of school moral atmosphere conducted by researchers abroad and home, we found there is still apparent limitations and blanks in this fields, and it is necessary for us to in-depth study in this field .In china, researches of school moral atmosphere have much significance in the contemporary era, as well as theoretical and practical values.A group of 663 male and female students, equally proportioned by gender, ranging from grade levels of Junior One, Junior Three through Senior One of 4 high schools in various regions of the coastal area, the middle area and the western area in China, were assigned to take part in this study. One standardized instrument namely the School Moral Atmosphere Questionnaire, a project test and an experiment have been employed to collect data. A combination of quantitative and qualitative methods was used to analyze the collected data resulting from the questionnaire, project test, experiment as well as interviews.The study found that, first, students’ perceptions of atmosphere of care are higher than that of forgiveness and justice. Second, there lie area differences in the perceptions of school moral atmosphere. They are higher for students from the middle area than for those from the other two areas. Third, there exist age differences in the perceptions of school moral atmosphere. Junior One students’ perceptions are higher than that Junior Three and Senior Two students’. Fourth, no gender differences exist in the perception of school moral atmosphere except from their perceptions of justice atmosphere. Fifth, differences, mediated by subjects’ willing, request from help seekers, teachers’ request and parents’ attitude, can be found between the perceptions of moral rules and school moral atmosphere in cognitive judgment, behavioral tendency and feeling. Sixth, students for all grade levels percept large number of unjust phenomena at school; Junior One and Senior Two students percept more cares than Junior Two students in class; Junior One and Junior Three students percept nearly no forgiveness, vice versa for Senior Two student. Finally, the training of students’ perceptions of justice atmosphere and care atmosphere are proven to be effective and the two intervening ways of context discussion and role playing are shown to significantly enhance students’ perceptions of care, justice and forgiveness atmosphere.更多还原