【作者】 王丹；

【导师】 傅维利；

【作者基本信息】 辽宁师范大学 ， 教育学原理， 2009， 博士

【摘要】 诚信是中华民族的一项传统美德。诚信教育更是传承美德,解除我国“诚信危机”的一个有效手段。学生诚信知行冲突的解决不仅是诚信教育中的一个重要组成部分,更是诚信教育中最重要的一个环节。本论文就是围绕解决小学低年级学生诚信知行冲突展开的。诚信知行冲突是学生个体所具有的诚信认知状况与学生在具体情境下所表现出的诚信行为之间的相互矛盾。由于诚信是由诚实和守信两个既相互区别又紧密联系的德目组成,因此需要分别研究学生的诚实知行冲突和守信知行冲突。为了了解小学低年级学生的诚信认知状况,笔者对大连市的部分小学低年级学生进行了诚信观的问卷调查。通过分析问卷调查的结果,论文总结出小学低年级学生诚实观与守信观的发展特征。为了了解小学低年级学生的诚信行为状况,笔者对小学低年级学生日常生活中所涉及的各类诚实和守信事件进行了分析,并才用了访谈和准实验的方法分别呈现小学低年级学生的诚实行为特征和守信行为特征。继而,笔者通过对比学生的诚实认知与诚实行为、守信认知与守信行为,了解学生的诚信知行冲突现状。小学低年级学生的诚信知行冲突现状通过诚信知行冲突的特征和类型来呈现。通过对比学生在各维度诚信认知和诚信行为的冲突状况,论文总结出小学低年级学生诚信知行冲突的特征:父、母亲学历对小学低年级学生各个维度的诚信知行冲突没有显著影响;男、女生在各个维度的诚信知行冲突水平基本一致;大部分小学低年级学生的诚信知行冲突均属于低度冲突;在诚实知行冲突方面,各个维度的冲突度由小到大依次是频率维度、利益预期维度、情境约束维度和对象维度;在守信知行冲突方面,各个维度的冲突度由小到大依次是情境约束维度、频率维度、对象维度和利益预期维度。通过分析学生诚信知行冲突在学生个体上的集结状况,论文总结出小学低年级学生诚信知行冲突的类型。通过对比被试学生的诚实认知和诚实行为的冲突状况,笔者将小学低年级学生诚实知行冲突分为诚实知行高冲突、诚实知行低冲突和诚实知行无冲突三类。通过对比被试学生的守信认知和守信行为的冲突状况,笔者将小学低年级学生守信知行冲突分为守信知行低冲突和守信知行无冲突两类。选取被试学生中的典型诚实知行冲突和守信知行冲突代表,通过深度访谈,论文探究学生诚实知行冲突原因和守信知行冲突原因。通过分析,笔者认为:造成学生诚实知行冲突的原因是诚实认知因素,学生所接受的诚实教育因素,学生的人际诚实交往环境因素和学生的诚实行为因素;造成学生守信知行冲突的原因是守信认知因素,学生所接受的守信教育因素,学生的人际守信交往环境因素和学生的守信行为因素。针对学生诚实知行冲突的原因,笔者从提高学生诚实认知水平,培养学生的诚实行为和构建良好的学校人际诚实交往环境等三个方面提出促进小学低年级学生诚实知行转化的学校教育建议。针对学生守信知行冲突的原因,笔者从提高学生守信认知水平,培养学生做出恰当承诺的能力,培养学生的守信行为和构建良好的学校人际守信交往环境等四个方面提出促进小学低年级学生守信知行转化的学校教育建议。更多还原

【Abstract】 Integrity is a traditional virtue of China. Integrity education is an effective means to pass on virtue and relieve China of ’integrity crisis’. Resolving students’ inconsistency between integrity cognition and integrity behavior is not only an important part of integrity education, but also the key of it. This dissertation is about how to resolve inconsistency between integrity cognition and integrity behavior of elementary school’s lower grades students.Inconsistency between integrity cognition and integrity behavior is a kind of contradiction between students’ integrity cognition and their corresponding integrity behavior in some concrete condition. Integrity is composed of being-honest and keeping-one’s-word, two different but contacted virtues. So, the dissertation separately studies inconsistency between being-honest cognition and being-honest behavior and inconsistency between keeping-one’s-word cognition and keeping-one’s-word behavior.In order to know the integrity cognition condition of lower grades students of elementary school, the writer investigates the integrity cognition of some Dalian’s lower grades students of elementary school. The dissertation sums up the developmental features of being-honest cognition and keeping-one’s-word cognition of lower grades students of elementary school. In order to know the integrity behavior condition of lower grades students of elementary school, the writer analyses all kinds of being-honest and keeping-one’s-word events of lower grades students of elementary school and shows students’ being-honest and keeping-one’s-word behavior features with the use of interview and quasi-experiment. Then, the writer gets the condition of inconsistency between integrity cognition and integrity behavior by comparing students’ being-honest cognition and being-honest behavior and keeping-one’s-word cognition and keeping-one’s-word behavior.This dissertation presents the condition of inconsistency between integrity cognition and integrity behavior of lower grades students of elementary school by the way of its characters and types. This dissertation sums up characters of inconsistency between integrity cognition and integrity behavior of lower grades students of elementary school by the contrast of different dimensions’ integrity cognition and integrity behavior. The features of inconsistency between integrity cognition and integrity behavior of lower grades students of elementary school are that parents’ educational experiences don’t obviously affect different dimensions’ inconsistency between integrity cognition and integrity behavior of lower grades students of elementary school, boys and girls basically belong to the same inconsistency levels, most students of elementary school belong to low inconsistency between integrity cognition and integrity behavior, different dimensions’ inconsistency are frequency dimension, profit dimension, event’s restriction dimension and object dimension according to level’ increase in the field of inconsistency between being-honest cognition and being-honest behavior, and different dimensions’ inconsistency are event’s restriction dimension, frequency dimension, object dimension and profit dimension according to level’ increase in the field of inconsistency between keeping-one’s-word cognition and keeping-one’s-word behavior. This dissertation sums up characters of inconsistency between integrity cognition and integrity behavior of lower grades students of elementary school by analysis of its concentrating condition on the individual student. By the contrast of elementary school’s lower grades students’ being-honest cognition and being-honest behavior, the writer sorts the inconsistency between being-honest cognition and being-honest behavior into high level inconsistency, low level inconsistency, and zero inconsistency. By the contrast of elementary school’s lower grades students’ keeping-one’s-word cognition and keeping-one’s-word behavior, the writer sorts the inconsistency between keeping-one’s-word cognition and keeping-one’s-word behavior into low level inconsistency and zero inconsistency.Choosing some representatives from the tested students, the writer studies the reasons of inconsistency between being-honest cognition and being-honest behavior and inconsistency between keeping-one’s-word cognition and keeping-one’s-word behavior through interview. Through analysis, the writer concludes: being-honest cognition, being-honest school education, interpersonal communication circumstance of being-honest, and being-honest behavior lead to inconsistency between being-honest cognition and being-honest behavior; keeping-one’s-word cognition, keeping-one’s-word school education, interpersonal communication circumstance of keeping-one’s-word, and keeping-one’s-word behavior lead to inconsistency between keeping-one’s-word cognition and keeping-one’s-word behavior.According to reasons of students’ inconsistency between being-honest cognition and being-honest behavior, the writer advances three educational suggestions to accelerate the transform from elementary school’s lower grades students’ being-honest cognition into being-honest behavior. The three educational suggestions are to promote students’ being-honest cognition, train students’ being-honest behavior, and establish good interpersonal communication circumstance of being-honest.According to reasons of students’ inconsistency between keeping-one’s-word cognition and keeping-one’s-word behavior, the writer advances four educational suggestions to accelerate the transform from elementary school’s lower grades students’ keeping-one’s-word cognition into keeping-one’s-word behavior. The four educational suggestions are to promote students’ keeping-one’s-word cognition, help students make proper promises, train students’ keeping-one’s-word behavior, and establish good interpersonal communication circumstance of keeping-one’s-word.更多还原