Wondershare EdrawMind
MindMap Gallery educational psychology
- 36
educational psychology
The first part of Educational Psychology has each chapter as a separate page. Ancient Chinese thinkers and educators emphasized the role of moral understanding in a person's moral behavior. The personal account is being updated continuously...
Edited at 2023-10-29 17:07:16
- bacteria
This is a mind map about bacteria, and its main contents include: overview, morphology, types, structure, reproduction, distribution, application, and expansion. The summary is comprehensive and meticulous, suitable as review materials.
- Plant asexual reproduction
This is a mind map about plant asexual reproduction, and its main contents include: concept, spore reproduction, vegetative reproduction, tissue culture, and buds. The summary is comprehensive and meticulous, suitable as review materials.
- Reproductive development of animals
This is a mind map about the reproductive development of animals, and its main contents include: insects, frogs, birds, sexual reproduction, and asexual reproduction. The summary is comprehensive and meticulous, suitable as review materials.
educational psychology
- bacteria
This is a mind map about bacteria, and its main contents include: overview, morphology, types, structure, reproduction, distribution, application, and expansion. The summary is comprehensive and meticulous, suitable as review materials.
- Plant asexual reproduction
This is a mind map about plant asexual reproduction, and its main contents include: concept, spore reproduction, vegetative reproduction, tissue culture, and buds. The summary is comprehensive and meticulous, suitable as review materials.
- Reproductive development of animals
This is a mind map about the reproductive development of animals, and its main contents include: insects, frogs, birds, sexual reproduction, and asexual reproduction. The summary is comprehensive and meticulous, suitable as review materials.
- Recommended to you
- Outline
Part 1 Moral Education Psychology
Chapter One An overview of moral education psychology
Section 1 Our Chinese Tradition psychological thoughts on moral education
1. Thoughts on moral understanding
Ancient Chinese thinkers and educators placed great emphasis on the role that moral understanding plays in a person's moral behavior.
Confucius also focused on guiding students to conduct self-evaluation and follow good practices to induce students to consciously carry forward their moral strengths and correct their moral shortcomings.
2. Thoughts on moral emotions
Develop students' moral emotions
3. Thoughts on moral will
Only if a person has lofty aspirations can his moral behavior not lose its way
4. Thoughts on moral behavior
Pay attention to the cultivation of moral behavior and moral habits
5. Thoughts on the formation and development of moral character
(1) The theory of inner seeking
People's moral qualities are born in their own hearts. You only need to ask for them from your heart, and you can get them.
(2) Waishuo theory
Human qualities are not inherent in the heart; they can only be obtained under the influence of external conditions.
Section 2 Moral Education scope of physical research
1. Moral understanding
Chapter two
2. Moral emotions
third chapter
3. Moral behavior
Chapter Four
4. Moral value orientation
chapter Five
The theoretical conception and research methods of today's moral psychology research began with the Swiss psychologist Piaget's research on children's moral judgment in the late 1920s.
Section 3 Moral Education The task of physical research
First, reveal the formation process and rules of some psychological qualities in the moral development of children and adolescents
Second, identify and reveal what is new in their moral development at each age.
Third, study the specific contents of moral cultivation of children and adolescents at each age stage
Fourth, how to assess the development of moral character in children and adolescents
In general, the task of moral education psychology research is to connect and combine the research on the moral development of children and adolescents with the practice of moral education
Section 4 Moral Education physical research methods
Conduct in-depth observations and conduct extensive research and case analysis
Experimental Study
Summarize the experience of observation and investigation research
Experience summary
The essential characteristic of the experimental research method of moral psychology is that the experimenter "intervenes" in the phenomenon being experimentally studied, and observes the phenomenon to be studied under specific control conditions.
When we conduct experimental thought experiments with children, we can try to get the children to respond appropriately to the physical phenomena or logical and mathematical problems we set, and we can let them perform them in the activities
Section 5 Moral Education The significance of physical research
theoretical significance
Promote the progress and prosperity of moral philosophy and psychological science
Practical significance
School teaching work is based on the laws of pedagogy clarified by teaching psychology
School moral education work is based on the laws of moral development of children and adolescents revealed by moral education psychology.
Chapter two development of moral understanding
Section 1 Overview of the Development of Moral Understanding
1. The meaning of moral awareness development
Refers to certain stable personality tendencies that a person displays when facing a series of moral situations (conflicts). It is an individual's reflection of social moral standards.
It is a personality tendency that is conscious, self-evaluative, and influenced by one's own concepts and knowledge.
Acting in accordance with the rules of conduct prescribed by society is a decision-making action, not a simple act of obedience.
2. The process of formation and development of moral understanding
1. Rationalization process: “Understanding the good” Consciously understanding the good
Marks of Maturity: Ability to Make Correct Moral Judgments and Reasoning
2. Socialization process: “social self” is established in society
Children assume and play various social roles
3. Testing of moral awareness
Moral Judgment and Moral Reasoning
Section 2 The Development of Moral Concepts
1. Piaget’s research on children’s moral judgments
(1) From simple rules to true principles
Piaget studied children's attitudes towards rules
In any situation, the inner desire to follow conventions is the beginning of children's moral character, and children's awareness of rules develops and changes with age.
enforcement of rules
awareness of rules
(2) From objective responsibility to subjective responsibility
dual story method
Young children often make judgments based on the objective consequences of the actor's behavior, that is, the objective responsibility for the behavior (behavior results)
Older children often make judgments based on the subjective impression of the actor's behavior, that is, the subjective responsibility for the behavior (behavioral motivation)
(3) From obedience to fairness or equality to justice (justice)
7 years old Characterized by obedience to adults
10 years old: Taking equality or fairness as the principle of justice
13 years old impartiality in their impartial judgment
(4) From offending punishment to retributive punishment
Young children believe that whoever makes a mistake should be punished to atone for their crime, and that the harshest punishment will be the most just and effective
expiatory punishment
Older children believe that whoever makes a mistake will be punished by the peer group, and that the wrong behavior of the wrongdoer is harmful to others.
retributive punishment
(5) Summary of theory: from heteronomy to autonomy
The moral judgment of young children between the ages of 6 and 10 has a strong tendency to respect norms and is in the heteronomous stage. Moral judgments about behavioral responsibility tend toward objective responsibility; judgments about the fairness of punishment tend toward exculpatory punishment.
The moral judgment of older children between the ages of 10 and 12 has entered the stage of self-discipline and morality. In the moral judgment of behavioral responsibility, one tends to be subjectively responsible; in the judgment of the fairness of punishment, one often chooses retributive punishment.
Only by promoting social interaction and social cooperation between children and their peers, making them realize that they are in an equal position, respect each other's mutually agreed norms, and be aware of the inner state of others' behaviors, can children gradually get rid of the unconscious self. Centrism tendency, smooth transition to morality
2. Research on the development of children’s moral concepts in my country
Chinese children’s moral judgments about behavioral responsibility
obedience 4 years old
Equality 7 years old
Fair 10 years old
Section 3 Theory of Moral Development Stages
1. Moral development stage
Individual level: first two stages personal gains and losses
Social level: the two middle stages: the requirements and standards of others and society
Level of moral concepts: the last two stages: one's own internal standards reach complete self-discipline
The study targeted adolescents aged 10 to 16 Retain the conflict characteristics in Piaget’s duality story situations Conduct "open" individual conversations with teenagers
2. Age trends in moral stages
Pre-Customary Level Under 9 years old
Stage 1: Punishment and obedience orientation stage; example: obedience to avoid punishment
Stage 2: Relative utilitarian orientation stage; example: only considering self-interest
Custom Level 9 to 16 years old
Stage 3: Approval-seeking orientation stage (good boy); example: seeking appreciation and recognition
Stage 4: Compliance with laws and regulations orientation stage (order orientation); example: respecting the law and believing that the law is immutable
Post-conventional level After 16 years of age
Stage 5: Social Contract Orientation Stage; Example: Law is not absolute, law is variable
Stage 6: Universal principles or conscience orientation stage; for example: justice, equality, morality above all else
3. Criticism and Counter-Criticism
critics
Is it logically necessary?
When psychological development reaches an advanced level, does morality reach the stage of virtue?
Kohlberg did not separate research from philosophical stance
supporter
Stages of moral development are taken-for-granted facts of moral experience
It cannot be carried out from a purely relativistic point of view
4. Measurement of Moral Judgment
Kohlberg Standard Question Scoring System (SIS)
1. Moral dilemma: a story containing two or more conflicting principles.
2. In-depth inquiry: ask why, stimulate thinking, and make decisions and judgments
3. Measurement unit: measure of stage scoring
Lester USA Defining Questions Test
Linde and Wigenhutt Moral Judgment Ability Test, Germany
my country's Li Boli and Gu Hagen's Moral Judgment Ability Test for Teenagers in Shanghai
third chapter development of moral emotions
Section 1 Overview of the Development of Moral Emotions
1. The meaning of moral emotions
It is an advanced form of emotion
It is an emotional state that occurs when people evaluate their own or other people's thoughts, intentions, and behaviors based on social moral norms.
It is also an important internal driving force that stimulates people’s thoughts and behaviors.
2. The role of moral emotions
(1) Moral emotions are the stimulating and driving force of moral cognition
The key to success or failure in moral education
(2) The regulatory effect of understanding of moral emotions on moral behavior
(3) Empathy or empathy is an important mediating variable between self and moral behavior.
Section 2 The development of noble sentiments
1. The meaning of sentiment
British Chand: A system of emotional tendencies organized with a certain object as the object
Mai Dugu: an organized combination of many emotional elements centered on the concept of a certain object
Chinese scholars: the combination of advanced social emotions and firm behavioral ethics
2. Classification of sentiments
our country
Religion Morality Cognition Aesthetics
Aesthetic sentiment Moral sentiment Intellectual sentiment
Mai Dugu
The sentiment of love, the sentiment of hate, the sentiment of respect
Concrete particular Concrete general Abstract
3. Development of sentiments
(1) Factors affecting the development of sentiment
External factors [surrounding environment, relationships with others, social moral traditions]
Internal factors [intelligence level, personality, self-awareness]
(2) Trends in sentiment development
1. The scope of sentiment objects continues to expand, and develops from concrete to abstract
2. The social nature of sentiments continues to increase
3. The independence of sentiment gradually increases
4. The importance of cultivating students’ noble sentiments
Plays a very important role in personal character and behavior
Cultivate students' stable, long-lasting and noble sentiments
Section 3 The formation of attitude towards life
1. Attitude and its constituent elements
(1) Cognitive factors [conceptions and beliefs about evaluating meaning]
(2) Emotional factors [inner experience]
(3) Intention factors [response tendency]
2. Types of attitude toward life
(1) Arrogant, reckless and domineering attitude towards life
(2) Cowardly, withdrawn, and indifferent attitude toward life
(3) Open-minded, cheerful and firm attitude towards life
3. Cultivation of a personal attitude is an important task of moral education
It is necessary to cultivate construction talents who are open-minded, cheerful and firm in their attitude towards the world.
A correct attitude towards life is the basis of personality structure and an important guarantee for maintaining individual mental health.
Section 4 The development of empathy or empathy
1. Empathy or empathy and the conditions for its production
(1) Awareness of other people’s emotional expressions [with sensitivity]
(2) Understanding of other people’s situations [empathy]
(3) The experience of corresponding emotional experience [empathy]
2. Development of empathy or understanding ability
(1) Individual level Starting from self-awareness and self-sensitivity, the ability to assume roles begins to emerge. Improper guidance may lead to introversion into self-focus.
(2) Social level: Look at thoughts and emotions from a third party’s perspective, put yourself in others’ shoes, consider yourself and others, and behave altruistically
(3) Comprehensive level: reflective thinking and integration, entering a reasonable and reasonable state
3. The cultivation of empathy is an important way of moral education
Chapter 7 Assessment Methods of Moral Development
Chapter Six moral education model
Section 1 Overview of moral education model
1. The meaning of moral education model
Pattern: a compact, unified structural form in which 15 parts or elements form a whole or a gestalt
Moral education model: Based on rational understanding, it is a complex system reflected by the complex components composed of many internal and external factors in the process of moral education.
2. Functions of moral education model
(1) Improve the ability of moral educators to integrate theory with practice
(2) Promote the ideological and moral development of educated people
3. Types of Moral Education Models
(1) Moral education model to improve students’ moral awareness
(2) Moral education model to cultivate moral emotions
(3) Moral education model to form moral behavior habits
(4) Moral education model that promotes moral socialization
(6) Moral education model of value analysis
4. Application of moral education model
Moral education workers should be able to flexibly choose and apply certain moral education models according to the needs of their own work tasks, so as to further scientificize and standardize moral education work.
Moral educators should design new and more appropriate operational strategies to teach students and promote their moral development
Section 2 Moral Education Model for Developing Moral Judgment Ability
1. Main theoretical perspectives
Chapter two
2. Education strategy
(1) Group moral discussion
Moral dilemma story; typical social moral issues
"Spiritual midwife" is as persuasive as a guide
(2) Self-managed organizational activities
Young students personally participate in various self-managed organizational activities (class committee meetings, student government meetings, etc.)
(3) Moral atmosphere
Refers to the moral atmosphere in the three environments of school, family and society.
Two indicators: Students participate in ethical activities in school, home, and community The level of moral principles in the school, home, and community institutions in which the student is exposed
Section 3 Moral education model to form a correct attitude towards life
1. Main theoretical perspectives
third chapter
2. Education strategy
(1) Reconstruction of faith
(2) Attitude measurement
(3) Emotional communication
(4) Observe words and actions
Section 4 Moral Education Model for Cultivating Behavioral Self-Control Ability
1. Main theoretical perspectives
Chapter Four
2. Education strategy
actor
(1) Self-supervision
Observe, analyze and make decisions about yourself
(2) Self-evaluation
one's own objective evaluation of value judgments
(3) Self-reinforcement
Responses based on self-evaluation
teacher
(1) Behavioral self-control education in a united and harmonious class group is more effective than top-down compulsory education.
(2) Goals and methods for cultivating behavioral self-control abilities should be formulated in advance
(3) It is necessary to master the variables and their interrelationships of behavioral self-control goals throughout the education process.
(4) Help students summarize the gains and lessons learned from each link in the process of losing control of behavior
(5) Require students to consolidate newly achieved results and apply them to new behavioral situations
Section 5 Moral Education Model of Values Analysis
1. Main theoretical perspectives
chapter Five
2. Education strategy
(1) Cognitive selection method
(2) Emotion sharing method
(3) Behavioral strategy method
chapter Five Formation and development of values
Section 1 The formation and development of values
1. Scientific definition of values
Albert Funong "Values Research Scale" [Theoretical type, religious type, social type, power type, economic type, artistic type]
Maslow established a motivation theory system and self-actualization
Luo Kacs Values are a relatively durable belief Divided into behavior mode and final state (goal state) Characteristics that should or should not be like this
2. The rise of the school of value analysis
Dialectical analysis, seeking common ground while reserving differences
Lars Simon Hamming
totalitarianism cultural relativism
3. The formation and development of values
Choose Appreciation Action
4. Value analysis
Help children use rational thinking and emotional experience to examine their own behavior patterns, identify and realize their values
Encourage students to identify their own values and how these values relate to other values
Reveal and resolve one's own value conflicts, communicate one's own values to others, and act according to one's value choices
Section 2 The formation and development of a correct and healthy outlook on life
1. The meaning of outlook on life
Outlook on life and happiness
2. The formation and development of outlook on life
Individual level: Use personal gains and losses as a means of accounting to determine the value of life
Social level: From focusing on individual results to focusing on the results of members of social organizations to measure the value of life
Choice level: Determine the value of life from social contracts, inherent human rights and universal principles
Section 3 The formation and development of scientific worldview
1. Scientific worldview The formation and development of
From shallow to deep
From simple to complex
From rigidity to flexibility
From concrete to abstract
From caring primarily about oneself and things in the here and now to caring about others and things in the future
From diffuse and sometimes inconsistent ideas to systematic, organized and complete thoughts
2. Scientific worldview key to formation and development
1. Grasp the internal factors Dialectical relationship with external causes
Human moral development is a process realized through the interaction between the individual himself and the environment. It must follow the basic principle that "external factors are the conditions for change, internal factors are the basis for change, and external factors work through internal factors."
2. Grasp the dialectical relationship between quantitative change and qualitative change
Moral development is a transformation process from quantitative change to qualitative change
3. Principles of school moral education
Good at discovering special contradictions or new qualities that appear in adolescents of all ages and identifying them
Reveal new qualities in moral cognition, moral emotions and moral behavior of children and adolescents of all ages
Chapter Four development of moral behavior
Section 1 Overview of the Development of Moral Behavior
1. Components of the process of moral behavior
Moral behavior: Actions that comply with social moral requirements, norms, and guidelines; actions that are guided by moral awareness or driven by moral emotions. It is an important basis for the correctness and depth of a person's moral understanding and emotions.
(1) Explain the situation
(2) Make a judgment
(3) Moral choices
(4) Fulfill the ethical action plan
early 1980s American psychologist Lester
2. On the development of moral behavior
Maturity in moral concepts should predict maturity in moral actions
Modern social learning theory emphasizes that human behavior is formed and changed by imitating social behavior patterns and continuous practice (examples and warnings)
Section 2 Observational Learning and Ethical Behavior
1. What is observational learning?
American psychologist Bandura believes that the vicarious experience generated by learners through observing the exemplary behaviors of role models plays an important role in observational learning.
2. The process and stages of observational learning
Bandura's classic experiment on observational learning was divided into two stages: dividing children into two groups to watch different role models.
Pay attention to the process (see it in your eyes)
Keep the process in mind
Acquisition stage (observation leads to acquisition)
Reproduction process (with operational skills and physical fitness)
Motivational process (motivational intention to operate)
Operation stage (if there is gain, there will be operation)
3. The impact of observational learning on moral behavior
(1) Form new behaviors (from scratch) (some are good and some are bad)
(2) Extinguish existing behavior (from existence to non-existence)
(3) Suppressing existing behaviors (from existing to suppressing)
(4) Willing to release existing behavior
4. Factors affecting observational learning
(1) Factors affecting acquisition
Note: role model, demonstration
Maintain: Model behavior, memories, key characteristics
(2) Factors affecting operation
Reproduction: Model behavior should be demonstrated repeatedly; Learners repeat modeled behaviors and self-correct
Motivation: Reinforcement/vicarious reinforcement/self-reinforcement
Section 3 The Representation Function of Thought and Moral Behavior
1. What is thinking representation?
Refers to a psychological activity in which a person uses word symbols to obtain or express corresponding cognitive representations (representations formed in the mind through cognitive activities, such as memory representations, imaginative representations, etc.)
2. Two types of thinking representation abilities
The ability to represent future results: that is, the ability to use verbal symbols to represent future results in the mind
The ability to establish behavioral goals: that is, the ability to set clear goals for one's own behavior
3. The influence of thinking representation on moral behavior
(1) Relying on mental representation activities to summarize past moral experiences and influence individual moral behavior
(2) Use thinking representation activities to establish lofty moral ideals and govern individual moral behavior
(3) Use mental representation activities to clarify current action goals and influence individual moral behavior
Section 4 Self-regulation process and moral behavior
1. What is the self-regulation process?
Influence one's own behavior with self-generated triggers and consequences
2. Mechanism of self-regulation process
(1) Self-involvement in the behavioral process
(2) Autonomous cognitive processing during behavior
(3) Internal attribution of the causes of behavior
3. The impact of self-regulation process on moral behavior
(1) Internal motivation that helps enhance human behavior
(2) Help change people’s behavioral habits
(3) Conducive to cultivating certain specific behaviors of people
There are two opposing psychological perspectives on the formation and development of human virtue, one is the maturity perspective (self-discovery), and the other is the behaviorist perspective (behavioral technology).
In the 1950s, American developmental psychologist Kohlberg expanded upon Piaget's theory of stages of moral development.
In the late 1920s and early 1930s, Swiss child psychologist Piaget conducted a systematic study on children's moral judgment and published "Children's Moral Judgment", which initially laid the scientific foundation for moral psychology research; in Piaget's Yajie believes that a person's moral maturity is mainly reflected in respect for norms and a sense of social justice.
The effect of moral education not only depends on various external conditions (social influence and educational requirements), but also depends on the internal conditions of the students themselves (the laws of moral development)
Chapter 4 The Development of Moral Behavior
Chapter One An overview of moral education psychology
Section 1 Our Chinese Tradition psychological thoughts on moral education
1. Thoughts on moral understanding
Ancient Chinese thinkers and educators placed great emphasis on the role that moral understanding plays in a person's moral behavior.
Confucius also focused on guiding students to conduct self-evaluation and follow good practices to induce students to consciously carry forward their moral strengths and correct their moral shortcomings.
2. Thoughts on moral emotions
Develop students' moral emotions
3. Thoughts on moral will
Only if a person has lofty aspirations can his moral behavior not lose its way
4. Thoughts on moral behavior
Pay attention to the cultivation of moral behavior and moral habits
5. Thoughts on the formation and development of moral character
(1) The theory of inner seeking
People's moral qualities are born in their own hearts. You only need to ask for them from your heart, and you can get them.
(2) Waishuo theory
Human qualities are not inherent in the heart; they can only be obtained under the influence of external conditions.
Section 2 Moral Education scope of physical research
1. Moral understanding
Chapter two
2. Moral emotions
third chapter
3. Moral behavior
Chapter Four
4. Moral value orientation
chapter Five
The theoretical conception and research methods of today's moral psychology research began with the Swiss psychologist Piaget's research on children's moral judgment in the late 1920s.
Section 3 Moral Education The task of physical research
First, reveal the formation process and rules of some psychological qualities in the moral development of children and adolescents
Second, identify and reveal what is new in their moral development at each age.
Third, study the specific contents of moral cultivation of children and adolescents at each age stage
Fourth, how to assess the development of moral character in children and adolescents
In general, the task of moral education psychology research is to connect and combine the research on the moral development of children and adolescents with the practice of moral education
Section 4 Moral Education physical research methods
Conduct in-depth observations and conduct extensive research and case analysis
Experimental Study
Summarize the experience of observation and investigation research
Experience summary
The essential characteristic of the experimental research method of moral psychology is that the experimenter "intervenes" in the phenomenon being experimentally studied, and observes the phenomenon to be studied under specific control conditions.
When we conduct experimental thought experiments with children, we can try to get the children to respond appropriately to the physical phenomena or logical and mathematical problems we set, and we can let them perform them in the activities
Section 5 Moral Education The significance of physical research
theoretical significance
Promote the progress and prosperity of moral philosophy and psychological science
Practical significance
School teaching work is based on the laws of pedagogy clarified by teaching psychology
School moral education work is based on the laws of moral development of children and adolescents revealed by moral education psychology.
The effect of moral education not only depends on various external conditions (social influence and educational requirements), but also depends on the internal conditions of the students themselves (the laws of moral development)
Chapter two development of moral understanding
Section 1 Overview of the Development of Moral Understanding
1. The meaning of moral awareness development
Refers to certain stable personality tendencies that a person displays when facing a series of moral situations (conflicts). It is an individual's reflection of social moral standards.
It is a personality tendency that is conscious, self-evaluative, and influenced by one's own concepts and knowledge.
Acting in accordance with the rules of conduct prescribed by society is a decision-making action, not a simple act of obedience.
2. The process of formation and development of moral understanding
1. Rationalization process: “Understanding the good” Consciously understanding the good
Marks of Maturity: Ability to Make Correct Moral Judgments and Reasoning
2. Socialization process: “social self” is established in society
Children assume and play various social roles
3. Testing of moral awareness
Moral Judgment and Moral Reasoning
Section 2 The Development of Moral Concepts
1. Piaget’s research on children’s moral judgments
(1) From simple rules to true principles
Piaget studied children's attitudes towards rules
In any situation, the inner desire to follow conventions is the beginning of children's moral character, and children's awareness of rules develops and changes with age.
enforcement of rules
awareness of rules
(2) From objective responsibility to subjective responsibility
dual story method
Young children often make judgments based on the objective consequences of the actor's behavior, that is, the objective responsibility for the behavior (behavior results)
Older children often make judgments based on the subjective impression of the actor's behavior, that is, the subjective responsibility for the behavior (behavioral motivation)
(3) From obedience to fairness or equality to justice (justice)
7 years old Characterized by obedience to adults
10 years old: Taking equality or fairness as the principle of justice
13 years old impartiality in their impartial judgment
(4) From offending punishment to retributive punishment
Young children believe that whoever makes a mistake should be punished to atone for their crime, and that the harshest punishment will be the most just and effective
expiatory punishment
Older children believe that whoever makes a mistake will be punished by the peer group, and that the wrong behavior of the wrongdoer is harmful to others.
retributive punishment
(5) Summary of theory: from heteronomy to autonomy
The moral judgment of young children between the ages of 6 and 10 has a strong tendency to respect norms and is in the heteronomous stage. Moral judgments about behavioral responsibility tend toward objective responsibility; judgments about the fairness of punishment tend toward exculpatory punishment.
The moral judgment of older children between the ages of 10 and 12 has entered the stage of self-discipline and morality. In the moral judgment of behavioral responsibility, one tends to be subjectively responsible; in the judgment of the fairness of punishment, one often chooses retributive punishment.
Only by promoting social interaction and social cooperation between children and their peers, making them realize that they are in an equal position, respect each other's mutually agreed norms, and be aware of the inner state of others' behaviors, can children gradually get rid of the unconscious self. Centrism tendency, smooth transition to morality
2. Research on the development of children’s moral concepts in my country
Chinese children’s moral judgments about behavioral responsibility
obedience 4 years old
Equality 7 years old
Fair 10 years old
Section 3 Theory of Moral Development Stages
1. Moral development stage
Individual level: first two stages personal gains and losses
Social level: the two middle stages: the requirements and standards of others and society
Level of moral concepts: the last two stages: one's own internal standards reach complete self-discipline
The study targeted adolescents aged 10 to 16 Retain the conflict characteristics in Piaget’s duality story situations Conduct "open" individual conversations with teenagers
2. Age trends in moral stages
Pre-Customer Level Under 9 years old
Stage 1: Punishment and obedience orientation stage; example: obedience to avoid punishment
Stage 2: Relative utilitarian orientation stage; example: only considering self-interest
Custom Level 9 to 16 years old
Stage 3: Approval-seeking orientation stage (good boy); example: seeking appreciation and recognition
Stage 4: Compliance with laws and regulations orientation stage (order orientation); example: respecting the law and believing that the law is immutable
Post-conventional level After 16 years of age
Stage 5: Social Contract Orientation Stage; Example: Law is not absolute, law is variable
Stage 6: Universal principles or conscience orientation stage; for example: justice, equality, morality above all else
3. Criticism and Counter-Criticism
critics
Is it logically necessary?
When psychological development reaches an advanced level, does morality reach the stage of virtue?
Kohlberg did not separate research from philosophical stance
supporter
Stages of moral development are taken-for-granted facts of moral experience
It cannot be carried out from a purely relativistic point of view
4. Measurement of Moral Judgment
Kohlberg Standard Question Scoring System (SIS)
1. Moral dilemma: a story containing two or more conflicting principles.
2. In-depth inquiry: ask why, stimulate thinking, and make decisions and judgments
3. Measurement unit: measure of stage scoring
Lester USA Defining Questions Test
Linde and Wigenhutt Moral Judgment Ability Test, Germany
my country's Li Boli and Gu Hagen's Moral Judgment Ability Test for Teenagers in Shanghai
In the 1950s, American developmental psychologist Kohlberg expanded upon Piaget's theory of stages of moral development.
In the late 1920s and early 1930s, Swiss child psychologist Piaget conducted a systematic study on children's moral judgment and published "Children's Moral Judgment", which initially laid the scientific foundation for moral psychology research; in Piaget's Yajie believes that a person's moral maturity is mainly reflected in respect for norms and a sense of social justice.
third chapter development of moral emotions
Section 1 Overview of the Development of Moral Emotions
1. The meaning of moral emotions
It is an advanced form of emotion
It is an emotional state that occurs when people evaluate their own or other people's thoughts, intentions, and behaviors based on social moral norms.
It is also an important internal driving force that stimulates people’s thoughts and behaviors.
2. The role of moral emotions
(1) Moral emotions are the stimulating and driving force of moral cognition
The key to success or failure in moral education
(2) The regulatory effect of understanding of moral emotions on moral behavior
(3) Empathy or empathy is an important mediating variable between self and moral behavior.
Section 2 The development of noble sentiments
1. The meaning of sentiment
British Chand: A system of emotional tendencies organized with a certain object as the object
Mai Dugu: an organized combination of many emotional elements centered on the concept of a certain object
Chinese scholars: the combination of advanced social emotions and firm behavioral ethics
2. Classification of sentiments
our country
Religion Morality Cognition Aesthetics
Aesthetic sentiment Moral sentiment Intellectual sentiment
Mai Dugu
The sentiment of love, the sentiment of hate, the sentiment of respect
Concrete particular Concrete general Abstract
3. Development of sentiments
(1) Factors affecting the development of sentiment
External factors [surrounding environment, relationships with others, social moral traditions]
Internal factors [intelligence level, personality, self-awareness]
(2) Trends in sentiment development
1. The scope of sentiment objects continues to expand, and develops from concrete to abstract
2. The social nature of sentiments continues to increase
3. The independence of sentiment gradually increases
4. The importance of cultivating students’ noble sentiments
Plays a very important role in personal character and behavior
Cultivate students' stable, long-lasting and noble sentiments
Section 3 The formation of attitude towards life
1. Attitude and its constituent elements
(1) Cognitive factors [conceptions and beliefs about evaluating meaning]
(2) Emotional factors [inner experience]
(3) Intention factors [response tendency]
2. Types of attitude toward life
(1) Arrogant, reckless and domineering attitude towards life
(2) Cowardly, withdrawn, and indifferent attitude toward life
(3) Open-minded, cheerful and firm attitude towards life
3. Cultivation of a personal attitude is an important task of moral education
It is necessary to cultivate construction talents who are open-minded, cheerful and firm in their attitude towards the world.
A correct attitude towards life is the basis of personality structure and an important guarantee for maintaining individual mental health.
Section 4 The development of empathy or empathy
1. Empathy or empathy and the conditions for its production
(1) Awareness of other people’s emotional expressions [with sensitivity]
(2) Understanding of other people’s situations [empathy]
(3) The experience of corresponding emotional experience [empathy]
2. Development of empathy or understanding ability
(1) Individual level Starting from self-awareness and self-sensitivity, the ability to assume roles begins to emerge. Improper guidance may lead to introversion into self-focus.
(2) Social level: Look at thoughts and emotions from a third party’s perspective, put yourself in others’ shoes, consider yourself and others, and behave altruistically
(3) Comprehensive level: reflective thinking and integration, entering a reasonable and reasonable state
3. The cultivation of empathy is an important way of moral education
Chapter Four development of moral behavior
Section 1 Overview of the Development of Moral Behavior
1. Components of the process of moral behavior
Moral behavior: Actions that comply with social moral requirements, norms, and guidelines; actions that are guided by moral awareness or driven by moral emotions. It is an important basis for the correctness and depth of a person's moral understanding and emotions.
(1) Explain the situation
(2) Make a judgment
(3) Moral choices
(4) Fulfill the ethical action plan
early 1980s American psychologist Lester
2. On the development of moral behavior
Maturity in moral concepts should predict maturity in moral actions
Modern social learning theory emphasizes that human behavior is formed and changed by imitating social behavior patterns and continuous practice (examples and warnings)
Section 2 Observational Learning and Ethical Behavior
1. What is observational learning?
American psychologist Bandura believes that the vicarious experience generated by learners through observing the exemplary behaviors of role models plays an important role in observational learning.
2. The process and stages of observational learning
Bandura's classic experiment on observational learning was divided into two stages: dividing children into two groups to watch different role models.
Pay attention to the process (see it in your eyes)
Keep the process in mind
Acquisition stage (observation leads to acquisition)
Reproduction process (with operational skills and physical fitness)
Motivational process (motivational intention to operate)
Operation stage (if there is gain, there will be operation)
3. The impact of observational learning on moral behavior
(1) Form new behaviors (from scratch) (some are good and some are bad)
(2) Extinguish existing behavior (from existence to non-existence)
(3) Suppressing existing behaviors (from existing to suppressing)
(4) Willing to release existing behavior
4. Factors affecting observational learning
(1) Factors affecting acquisition
Note: role model, demonstration
Maintain: Model behavior, memories, key characteristics
(2) Factors affecting operation
Reproduction: Model behavior should be demonstrated repeatedly; Learners repeat modeled behaviors and self-correct
Motivation: Reinforcement/vicarious reinforcement/self-reinforcement
Section 3 The Representation Function of Thought and Moral Behavior
1. What is thinking representation?
Refers to a psychological activity in which a person uses word symbols to obtain or express corresponding cognitive representations (representations formed in the mind through cognitive activities, such as memory representations, imaginative representations, etc.)
2. Two types of thinking representation abilities
The ability to represent future results: that is, the ability to use verbal symbols to represent future results in the mind
The ability to establish behavioral goals: that is, the ability to set clear goals for one's own behavior
3. The influence of thinking representation on moral behavior
(1) Relying on mental representation activities to summarize past moral experiences and influence individual moral behavior
(2) Use thinking representation activities to establish lofty moral ideals and govern individual moral behavior
(3) Use mental representation activities to clarify current action goals and influence individual moral behavior
Section 4 Self-regulation process and moral behavior
1. What is the self-regulation process?
Influence one's own behavior with self-generated triggers and consequences
2. Mechanism of self-regulation process
(1) Self-involvement in the behavioral process
(2) Autonomous cognitive processing during behavior
(3) Internal attribution of the causes of behavior
3. The impact of self-regulation process on moral behavior
(1) Internal motivation that helps enhance human behavior
(2) Help change people’s behavioral habits
(3) Conducive to cultivating certain specific behaviors of people
chapter Five Formation and development of values
Section 1 The formation and development of values
1. Scientific definition of values
Albert Funong "Values Research Scale" [Theoretical type, religious type, social type, power type, economic type, artistic type]
Maslow established a motivation theory system and self-actualization
Luo Kacs Values are a relatively durable belief Divided into behavior mode and final state (goal state) Characteristics that should or should not be like this
2. The rise of the school of value analysis
Dialectical analysis, seeking common ground while reserving differences
Lars Simon Hamming
totalitarianism cultural relativism
3. The formation and development of values
Choose Appreciation Action
4. Value analysis
Help children use rational thinking and emotional experience to examine their own behavior patterns, identify and realize their values
Encourage students to identify their own values and how these values relate to other values
Reveal and resolve one's own value conflicts, communicate one's own values to others, and act according to one's value choices
Section 2 The formation and development of a correct and healthy outlook on life
1. The meaning of outlook on life
Outlook on life and happiness
2. The formation and development of outlook on life
Individual level: Use personal gains and losses as a means of accounting to determine the value of life
Social level: From focusing on individual results to focusing on the results of members of social organizations to measure the value of life
Choice level: Determine the value of life from social contracts, inherent human rights and universal principles
Section 3 The formation and development of scientific worldview
1. Scientific worldview The formation and development of
From shallow to deep
From simple to complex
From rigidity to flexibility
From concrete to abstract
From caring primarily about oneself and things in the here and now to caring about others and things in the future
From diffuse and sometimes inconsistent ideas to systematic, organized and complete thoughts
2. Scientific worldview key to formation and development
1. Grasp the internal factors Dialectical relationship with external causes
Human moral development is a process realized through the interaction between the individual himself and the environment. It must follow the basic principle that "external factors are the conditions for change, internal factors are the basis for change, and external factors work through internal factors."
2. Grasp the dialectical relationship between quantitative change and qualitative change
Moral development is a transformation process from quantitative change to qualitative change
3. Principles of school moral education
Good at discovering special contradictions or new qualities that appear in adolescents of all ages and identifying them
Reveal new qualities in moral cognition, moral emotions and moral behavior of children and adolescents of all ages
There are two opposing psychological perspectives on the formation and development of human virtue, one is the maturity perspective (self-discovery), and the other is the behaviorist perspective (behavioral technology).
Chapter Six moral education model
Section 1 Overview of moral education model
1. The meaning of moral education model
Pattern: a compact, unified structural form in which 15 parts or elements form a whole or a gestalt
Moral education model: Based on rational understanding, it is a complex system reflected by the complex components composed of many internal and external factors in the process of moral education.
2. Functions of moral education model
(1) Improve the ability of moral educators to integrate theory with practice
(2) Promote the ideological and moral development of educated people
3. Types of Moral Education Models
(1) Moral education model to improve students’ moral awareness
(2) Moral education model to cultivate moral emotions
(3) Moral education model to form moral behavior habits
(4) Moral education model that promotes moral socialization
(6) Moral education model of value analysis
4. Application of moral education model
Moral education workers should be able to flexibly choose and apply certain moral education models according to the needs of their own work tasks, so as to further scientificize and standardize moral education work.
Moral educators should design new and more appropriate operational strategies to teach students and promote their moral development
Section 2 Moral Education Model for Developing Moral Judgment Ability
1. Main theoretical perspectives
Chapter two
2. Education strategy
(1) Group moral discussion
Moral dilemma story; typical social moral issues
"Spiritual midwife" is as persuasive as a guide
(2) Self-managed organizational activities
Young students personally participate in various self-managed organizational activities (class committee meetings, student government meetings, etc.)
(3) Moral atmosphere
Refers to the moral atmosphere in the three environments of school, family and society.
Two indicators: Students participate in ethical activities in school, home, and community The level of moral principles in the school, home, and community institutions in which the student is exposed
Section 3 Moral education model to form a correct attitude towards life
1. Main theoretical perspectives
third chapter
2. Education strategy
(1) Reconstruction of faith
(2) Attitude measurement
(3) Emotional communication
(4) Observe words and actions
Section 4 Moral Education Model for Cultivating Behavioral Self-Control Ability
1. Main theoretical perspectives
Chapter Four
2. Education strategy
actor
(1) Self-supervision
Observe, analyze and make decisions about yourself
(2) Self-evaluation
one's own objective evaluation of value judgments
(3) Self-reinforcement
Responses based on self-evaluation
teacher
(1) Conduct behavioral self-control education within a united and harmonious class group, It is more effective than the top-down compulsory education method
(2) Goals and methods for cultivating behavioral self-control abilities should be formulated in advance
(3) It is necessary to master the variables and their interrelationships of behavioral self-control goals throughout the education process.
(4) Help students summarize the gains and lessons learned from each link in the process of losing control of behavior
(5) Require students to consolidate newly achieved results and apply them to new behavioral situations
Section 5 Moral Education Model of Values Analysis
1. Main theoretical perspectives
chapter Five
2. Education strategy
(1) Cognitive selection method
(2) Emotion sharing method
(3) Behavioral strategy method