【摘要】：在小學階段,兒童開始系統(tǒng)地接受正規(guī)的學校教育,這一時期良好人格品質(zhì)的養(yǎng)成對今后的學習、生活和工作有積極的預(yù)測作用(Poropat, 2009; Rauthmann, Sherman, Nave, Funder, 2015; Spinath, Freudenthaler, Neubauer,2010)。此外,習近平總書記在 2016年教師節(jié)發(fā)表重要講話,強調(diào)中小學生要努力做一個心靈純潔、人格健全、品德高尚的人。因此,培養(yǎng)小學生人格的健康發(fā)展是十分必要的。本研究在6-12歲兒童人格的結(jié)構(gòu)、發(fā)展特點、影響因素及存在的問題研究基礎(chǔ)上,對小學生進行了健全人格的培養(yǎng)研究。研究過程中,構(gòu)建了兒童健全人格培養(yǎng)目標體系,設(shè)計了培養(yǎng)活動庫,并采用問卷測量、情境實驗和ERP對培養(yǎng)的效果進行了檢驗。具體研究如下:研究1:構(gòu)建小學生健全人格培養(yǎng)的目標體系。依據(jù)小學生的人格結(jié)構(gòu),編制了小學生健全人格培養(yǎng)目標確立的教師和家長評定問卷,選取48名小學教師和863名家長根據(jù)兒童現(xiàn)階段需求性對15個人格特質(zhì)項進行排序,經(jīng)重復(fù)測量方差分析后將家長和教師的結(jié)果進行整合,選出小學階段最迫切需要培養(yǎng)的10個特質(zhì),最終確定小學生健全人格培養(yǎng)的總目標�；诳偰繕�,由家長和教師對小學低、中、高年級小學生的積極人格特質(zhì)進行描述舉例,確立小學生健全人格培養(yǎng)的階段目標。研究2:設(shè)計小學生健全人格培養(yǎng)活動庫。研究中依據(jù)相關(guān)理論,基于小學生人格的發(fā)展特點,結(jié)合構(gòu)建的總目標和年齡階段目標,選取出小學生健全人格培養(yǎng)的最佳載體,并設(shè)計和篩選出小學生健全人格培養(yǎng)活動。研究3:小學生健全人格培養(yǎng)的現(xiàn)場實驗。依據(jù)研究2設(shè)計的人格培養(yǎng)活動,通過問卷和情境實驗兩種評定方式來考察小學生人格的發(fā)展變化,在小學的一、三、五年級選擇實驗班和對比班開展為期半年的現(xiàn)場實驗,以檢驗人格培養(yǎng)活動的有效性。研究4:小學生健全人格培養(yǎng)的ERP研究。研究以自我控制這一小學生人格結(jié)構(gòu)中的重要特質(zhì)為因變量,采用Go/Nogo范式,以Nogo-N2和Nogo-p3波幅變化來從電生理的角度進一步檢驗人格培養(yǎng)活動對小學生人格健全發(fā)展的有效性。研究主要得出以下結(jié)論:1.經(jīng)過對教師和家長對人格特質(zhì)排序結(jié)果進行統(tǒng)計分析得出,小學生健全人格培養(yǎng)的總目標應(yīng)基于小學生人格結(jié)構(gòu)中教師和家長認為最需要培養(yǎng)的、典型的積極人格特質(zhì),即認真盡責、誠實禮貌、探索創(chuàng)新、樂觀開朗、自主進取、善交際、計劃有序、自我控制、同情幫助、情緒穩(wěn)定的和諧發(fā)展。經(jīng)對教師和家長對選取的這10個人格特質(zhì)描述進行質(zhì)化分析,并結(jié)合小學生人格的發(fā)展特點、當前國家關(guān)于《中小學心理健康教育指導(dǎo)綱要(2012年修訂)》,建構(gòu)了小學生健全人格培養(yǎng)的年齡階段目標。2.研究依據(jù)群體社會化理論、活動理論、積極心理學理論、發(fā)展的關(guān)鍵期理論提出,互動體驗式心理健康活動能充分吸引兒童的興趣和注意力,使兒童逐漸將活動中的積極人格品質(zhì)內(nèi)化,因此其能夠成為小學生健全人格培養(yǎng)的載體。并以小學生健全人格總目標和階段目標為基礎(chǔ),篩選出60個人格培養(yǎng)活動方案,作為小學生健全人格培養(yǎng)實驗的自變量。3.采用準實驗設(shè)計,在小學的低、中、高年級開展了為期半年的培養(yǎng)現(xiàn)場實驗,運用問卷評定和情境實驗兩種測量方法,結(jié)果表明,在問卷測量和情境實驗中,實驗班在三個年齡階段小學生人格五維度的后測得分要顯著高于前測,并且實驗班的人格發(fā)展速率高于對比班的發(fā)展速率。這表明,篩選出的人格培養(yǎng)活動方案有效地促進了小學生健全人格的發(fā)展,無論是問卷測量或是情境實驗測量都得出了相一致的結(jié)果。4.選取自我控制特質(zhì)進行了 ERP研究,從電生理角度檢驗人格培養(yǎng)活動的有效性。結(jié)果表明,在后測中,實驗班小學生的N2和P3平均波幅顯著小于前測平均波幅,但對比班未出現(xiàn)顯著性變化,說明了人格培養(yǎng)活動影響了小學生對特定事件的大腦反應(yīng),這進一步證實了人格培養(yǎng)活動的有效性。
[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.
【學位授予單位】：遼寧師范大學
【學位級別】：博士
【學位授予年份】：2016
【分類號】：B844.1

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