【摘要】：道德一直是教育界歷久彌新的重要議題。小學階段的德育具有“打地基”的作用,對人的道德發展具有重要意義。研究小學生的道德發展現狀與特點,是進行德育的前提。已有研究多從成人視角來探究這一問題,而缺乏從兒童本位進行理解。同時,已有研究也多采用問卷、量表、訪談等有一定預設性的研究方法探究兒童道德,不利于小學生思維的發散與擴展,使我們不得深入地了解小學生對于“好人”、“道德”的體認。因此,本研究運用畫圖分析法,以“好人觀”為主題,探究小學生的道德發展現狀與特點,為小學生德育改革提供新思路。研究以J省N市的三所小學共100名小學生為研究對象,運用畫圖分析法結合焦點團體訪談收集資料,對小學生的“好人觀”進行深入描繪。通過對小學生“好人”主題畫作進行內容分析,探尋小學生“好人觀”的結構、特點、成因及教育學意義。最后,以“好人觀”這一來源于小學生自身的“本土化”概念,結合小學生心理發展特點,探究小學德育課程的努力方向。研究發現,小學生的“好人觀”主要包括外在形象特征與內在道德品質兩個方面的內容。在外在形象特征維度,小學生較注重微笑與外貌這兩個方面;在內在道德品質維度,小學生主要從人與自我、人與自然、人與社會這三個維度進行觀照,他們認為好人需具備23種道德品質,而在不同性別、不同年齡階段的小學生眼中,這些道德品質的重要程度又有所不同。同時,小學生的“好人觀”也表現出偏愛同性、偏愛同齡人、偏愛特定職業、情境性、可塑性等幾大特點,其形成受到小學生生活經歷、年齡發展特征、想象等源于個體自身的因素、家長的“言傳身教”、教師德育信念、同儕文化及新媒體的傳播內容的合力影響。根據研究結果,我們建議:學校應該在德育過程中聆聽孩子的聲音,尊重其道德智慧,重視其“好人觀”;同時,德育課程的研制應該基于小學生的“好人觀”,以更好地促進學生道德觀的建構或重建。
[Abstract]:Morality has always been an important topic in the educational circle. The moral education in primary school has the function of "laying the foundation", which is of great significance to the moral development of human beings. It is the premise of moral education to study the present situation and characteristics of primary school students' moral development. Many studies have explored this issue from the adult perspective, but lack of understanding from the child-based perspective. At the same time, many studies have used questionnaires, scales, interviews and other preset research methods to explore children's morality, which is not conducive to the divergence and expansion of pupils' thinking, so that we can not deeply understand the pupils'"good people". The recognition of "morality" Therefore, this study uses drawing analysis method, taking "good person view" as the theme, explores the present situation and characteristics of the moral development of primary school students, and provides a new way of thinking for the reform of moral education of primary school students. In this study, 100 primary school students in three primary schools in N city of J province were taken as the research objects. Drawing analysis method combined with focus group interview was used to collect the data, and the "good person view" of the pupils was described in depth. Through the content analysis of the theme painting of "good people", this paper probes into the structure, characteristics, causes and pedagogical significance of pupils'"good people's view". Finally, with the concept of "good people" which comes from pupils' own "localization" and combining the characteristics of pupils' psychological development, this paper probes into the direction of the primary school moral education curriculum. The study found that the concept of "good people" mainly includes external image characteristics and internal moral qualities. In the dimension of external image characteristics, primary school students pay more attention to smile and appearance. In the dimension of internal moral quality, primary school students are mainly viewed from three dimensions: man and self, man and nature, man and society. They believe that good people need to have 23 moral qualities, which are of varying importance to pupils of different genders and ages. At the same time, elementary school students' view of good people also shows a preference for the same sex, the same age, the particular occupation, the situation, the plasticity and so on, which is formed by the characteristics of the pupils' life experience and age development. Imagination originates from the factors of the individual, the influence of parents'"teaching by words and deeds", the belief of teachers' moral education, peer culture and the communication content of new media. According to the results of the study, we suggest that schools should listen to children's voices, respect their moral wisdom, and attach importance to their "good people" view in the process of moral education, and at the same time, the development of moral education curriculum should be based on the "good people's view" of elementary school students. In order to better promote the construction or reconstruction of students' morality.
【學位授予單位】：江西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G621

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