【摘要】：在小學(xué)階段,兒童開始系統(tǒng)地接受正規(guī)的學(xué)校教育,這一時(shí)期良好人格品質(zhì)的養(yǎng)成對(duì)今后的學(xué)習(xí)、生活和工作有積極的預(yù)測(cè)作用(Poropat, 2009; Rauthmann, Sherman, Nave, Funder, 2015; Spinath, Freudenthaler, Neubauer,2010)。此外,習(xí)近平總書記在 2016年教師節(jié)發(fā)表重要講話,強(qiáng)調(diào)中小學(xué)生要努力做一個(gè)心靈純潔、人格健全、品德高尚的人。因此,培養(yǎng)小學(xué)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(diǎn)、影響因素及存在的問題研究基礎(chǔ)上,對(duì)小學(xué)生進(jìn)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(biāo)體系,設(shè)計(jì)了培養(yǎng)活動(dòng)庫(kù),并采用問卷測(cè)量、情境實(shí)驗(yàn)和ERP對(duì)培養(yǎng)的效果進(jìn)行了檢驗(yàn)。具體研究如下:研究1:構(gòu)建小學(xué)生健全人格培養(yǎng)的目標(biāo)體系。依據(jù)小學(xué)生的人格結(jié)構(gòu),編制了小學(xué)生健全人格培養(yǎng)目標(biāo)確立的教師和家長(zhǎng)評(píng)定問卷,選取48名小學(xué)教師和863名家長(zhǎng)根據(jù)兒童現(xiàn)階段需求性對(duì)15個(gè)人格特質(zhì)項(xiàng)進(jìn)行排序,經(jīng)重復(fù)測(cè)量方差分析后將家長(zhǎng)和教師的結(jié)果進(jìn)行整合,選出小學(xué)階段最迫切需要培養(yǎng)的10個(gè)特質(zhì),最終確定小學(xué)生健全人格培養(yǎng)的總目標(biāo)�；诳偰繕�(biāo),由家長(zhǎng)和教師對(duì)小學(xué)低、中、高年級(jí)小學(xué)生的積極人格特質(zhì)進(jìn)行描述舉例,確立小學(xué)生健全人格培養(yǎng)的階段目標(biāo)。研究2:設(shè)計(jì)小學(xué)生健全人格培養(yǎng)活動(dòng)庫(kù)。研究中依據(jù)相關(guān)理論,基于小學(xué)生人格的發(fā)展特點(diǎn),結(jié)合構(gòu)建的總目標(biāo)和年齡階段目標(biāo),選取出小學(xué)生健全人格培養(yǎng)的最佳載體,并設(shè)計(jì)和篩選出小學(xué)生健全人格培養(yǎng)活動(dòng)。研究3:小學(xué)生健全人格培養(yǎng)的現(xiàn)場(chǎng)實(shí)驗(yàn)。依據(jù)研究2設(shè)計(jì)的人格培養(yǎng)活動(dòng),通過問卷和情境實(shí)驗(yàn)兩種評(píng)定方式來(lái)考察小學(xué)生人格的發(fā)展變化,在小學(xué)的一、三、五年級(jí)選擇實(shí)驗(yàn)班和對(duì)比班開展為期半年的現(xiàn)場(chǎng)實(shí)驗(yàn),以檢驗(yàn)人格培養(yǎng)活動(dòng)的有效性。研究4:小學(xué)生健全人格培養(yǎng)的ERP研究。研究以自我控制這一小學(xué)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(lái)從電生理的角度進(jìn)一步檢驗(yàn)人格培養(yǎng)活動(dòng)對(duì)小學(xué)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(duì)教師和家長(zhǎng)對(duì)人格特質(zhì)排序結(jié)果進(jìn)行統(tǒng)計(jì)分析得出,小學(xué)生健全人格培養(yǎng)的總目標(biāo)應(yīng)基于小學(xué)生人格結(jié)構(gòu)中教師和家長(zhǎng)認(rèn)為最需要培養(yǎng)的、典型的積極人格特質(zhì),即認(rèn)真盡責(zé)、誠(chéng)實(shí)禮貌、探索創(chuàng)新、樂觀開朗、自主進(jìn)取、善交際、計(jì)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(duì)教師和家長(zhǎng)對(duì)選取的這10個(gè)人格特質(zhì)描述進(jìn)行質(zhì)化分析,并結(jié)合小學(xué)生人格的發(fā)展特點(diǎn)、當(dāng)前國(guó)家關(guān)于《中小學(xué)心理健康教育指導(dǎo)綱要(2012年修訂)》,建構(gòu)了小學(xué)生健全人格培養(yǎng)的年齡階段目標(biāo)。2.研究依據(jù)群體社會(huì)化理論、活動(dòng)理論、積極心理學(xué)理論、發(fā)展的關(guān)鍵期理論提出,互動(dòng)體驗(yàn)式心理健康活動(dòng)能充分吸引兒童的興趣和注意力,使兒童逐漸將活動(dòng)中的積極人格品質(zhì)內(nèi)化,因此其能夠成為小學(xué)生健全人格培養(yǎng)的載體。并以小學(xué)生健全人格總目標(biāo)和階段目標(biāo)為基礎(chǔ),篩選出60個(gè)人格培養(yǎng)活動(dòng)方案,作為小學(xué)生健全人格培養(yǎng)實(shí)驗(yàn)的自變量。3.采用準(zhǔn)實(shí)驗(yàn)設(shè)計(jì),在小學(xué)的低、中、高年級(jí)開展了為期半年的培養(yǎng)現(xiàn)場(chǎng)實(shí)驗(yàn),運(yùn)用問卷評(píng)定和情境實(shí)驗(yàn)兩種測(cè)量方法,結(jié)果表明,在問卷測(cè)量和情境實(shí)驗(yàn)中,實(shí)驗(yàn)班在三個(gè)年齡階段小學(xué)生人格五維度的后測(cè)得分要顯著高于前測(cè),并且實(shí)驗(yàn)班的人格發(fā)展速率高于對(duì)比班的發(fā)展速率。這表明,篩選出的人格培養(yǎng)活動(dòng)方案有效地促進(jìn)了小學(xué)生健全人格的發(fā)展,無(wú)論是問卷測(cè)量或是情境實(shí)驗(yàn)測(cè)量都得出了相一致的結(jié)果。4.選取自我控制特質(zhì)進(jìn)行了 ERP研究,從電生理角度檢驗(yàn)人格培養(yǎng)活動(dòng)的有效性。結(jié)果表明,在后測(cè)中,實(shí)驗(yàn)班小學(xué)生的N2和P3平均波幅顯著小于前測(cè)平均波幅,但對(duì)比班未出現(xiàn)顯著性變化,說(shuō)明了人格培養(yǎng)活動(dòng)影響了小學(xué)生對(duì)特定事件的大腦反應(yīng),這進(jìn)一步證實(shí)了人格培養(yǎng)活動(dòng)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(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2016
【分類號(hào)】：B844.1

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