Students with good grades internally intend to exclude and avoid students with poor grades, but this idea does not necessarily translate into explicit behavioral responses.

The behavior of caring for public property is not determined by ability, but by attitude.

Emotional experiences such as liking or disliking, hating or not hating Huawei products

Emotional experiences such as the sense of satisfaction that students get when they get good grades, the excitement and sense of accomplishment after solving a difficult problem, etc.

Be prepared to buy tutoring books or spend a lot of time studying in order to get good grades

For example, the evaluation of the price, quality, performance and other attributes of Huawei products is a concept.

If students believe that good academic performance can bring honor, it is a belief

Repeated, systematic associations between an attitude object (a conditioned stimulus) and something that elicits a positive or negative emotion (an unconditioned stimulus) can produce a positive or negative attitude toward that object

When an individual's behavior is praised by others, it is reinforced, resulting in a positive emotional experience and a positive attitude towards the behavior; on the contrary, punishment will cause the individual to have a negative emotional experience and show a negative attitude

People often learn social attitudes and behaviors by observing the attitudes and behaviors of role models, and many attitudes are learned by imitating the attitudes of others.

Proposed by Hyde in 1958, this theory holds that people tend to maintain consistency by balancing each other's attitudes with their attitudes toward something. When an imbalance occurs, people tend to change it into a balanced state

Also known as the "P-O-X" theory, P represents the cognitive subject, O is another person who is connected with P, and X is another arbitrary object that P is connected with O. The theory assumes that the balance state between the three is stable.

What is considered is that a person will combine each other's attitudes towards people and objects within his or her own cognitive structure. Hyde emphasizes that a person's attitude towards a certain cognitive object is often affected by other people's influence on the object, that is, he attaches great importance to interpersonal relationships. The influence of relationships on attitudes

In 1957 Festinger proposed

When an individual realizes that there is a contradiction between his different attitudes or between his attitudes and behaviors, it will lead to psychological discomfort and pressure, prompting the person to try to eliminate the existing imbalance and thus eliminate the discomfort.

Cognitive dissonance is a prerequisite for attitude change

With the help of classical conditioned responses, moral requirements such as "helping others" and "loving the collective" can be linked to teachers' approval and parents' love, so that students can form a positive attitude towards these moral requirements; based on the theory of operant conditioning, teachers usually The available methods are to reinforce or punish students' behavior appropriately.

When students show a positive attitude toward an object, give students appropriate rewards to increase the likelihood that the positive attitude will appear again. When a student shows a negative attitude toward a certain object, give the student a certain amount of punishment to reduce the possibility of the negative attitude appearing again.

The role models chosen should be similar to the students and have appeal and credibility

Multiple demonstration methods should be combined

Teachers need to repeatedly set an example and provide guidance

In the process of persuasion, teachers should provide students with certain evidence or information to support or change students' attitudes.

Persuasion must not only convince people with reason, but also move people with emotion.

Students’ original attitudes should be considered when persuading

First, we must strengthen our knowledge and understanding of the newly acquired attitude objects.

Second, we must reduce or eliminate factors that promote attitude cognitive dissonance.

Newly acquired attitudes must be continuously strengthened to enhance the subject's internal preparation tendency for objective trends.

The basic issues involved in moral character and attitude are of the same nature

A broader range of attitudes

Low degree of attitude internalization

Morality is a social phenomenon and the sum of behavioral norms. Its effectiveness lies in coordinating the relationship between people, people and nature, and people and themselves.

Issues such as the nature and development of morality are the objects of ethics research

Morality is the reflection of social morality on an individual. It is the stable psychological tendency and characteristics that an individual displays when regulating his or her behavior according to certain social moral principles.

The formation and change of moral character are the research objects of educational psychology

Morality is not innate, but is acquired in a certain social and educational environment. It undergoes a complex process of continuous internalization of external norms and norms and the externalization of internal concepts.

Character is the core part of personality that has moral evaluation significance

Character is an individual’s stable attitude towards reality and the habitual behavior that is adapted to it in the course of life.

There are both non-moral evaluation aspects of character (introversion and extroversion, optimism, activeness, and taciturnity, etc.), and there are moral evaluation aspects (such as being honest and brave in your attitude toward people and things, etc.), which are recognized by people as good. Quality, while hypocrisy, prejudice, selfishness, etc. are bad characters)

Children before the age of 10 are basically at the heteronomous level, and their judgments of moral behavior are mainly based on external standards set by others; after the age of 10, children are basically at the self-discipline level, and their judgments are mainly based on internal standards recognized by themselves.

Piaget believed that children's moral development from heteronomy to autonomy depends on two aspects.

Children's development from heteronomy to self-discipline is reflected in four aspects: attitude towards rules, judgment on behavioral responsibility, understanding of the concept of justice and judgment on the fairness of punishment.

Egocentric Stage/Pre-Moral Stage (2-5 years old)

Authoritative Stage/Heteronomous Stage (6-8 years old)

Reversibility stage/self-discipline stage (9-10 years old)

Fair stage (11-12 years old)

pre-conventional level

custom level

post-conventional level

Enlightenment

The family upbringing style is democratic, trustful and tolerant, which is conducive to the formation and development of children's good moral character; on the contrary, it is easy to produce bad and hostile behaviors.

Trying to align one's words and actions with those of the peer group in order to gain acceptance and approval from the peer group

Research by Feitingsig and others shows that humans have a need to maintain balance and consistency, that is, they strive to maintain the consistency of their own opinions or beliefs to maintain psychological balance. Cognitive dissonance is the prerequisite for attitude change.

For example, when new things are inconsistent with one's original experience, or one's own views are inconsistent with other people's or society's views, there will be unpleasant or tense feelings in the heart, and individuals will try to achieve new goals by changing their views or beliefs. balance

Due to past experiences, individuals may have certain inner tendencies such as affirmation or denial, tendency or avoidance, likes or dislikes towards the people or things they face. This kind of prior psychological preparation and disposition often dominates people's expectations and evaluations of things, which in turn affects whether and how much relevant information is accepted.

Conditions that affect students' attitude learning set include whether forming or changing attitudes affects adaptation in all aspects, the comparison between the degree of reinforcement obtained by attitude learning and the severity of punishment or loss suffered by non-learning, etc.

Helping students form a positive attitude or psychological preparation towards teachers and the collective is the prerequisite for students to receive the best education.

The formation and change of moral character depends on the level of understanding and mastery of the existing moral principles and norms in the individual's mind, as well as the existing level of moral judgment. To change or improve an individual's moral level, one must consider his ability to accept it and follow the principles of first discipline before self-discipline and step by step.

When students' moral judgment ability is in the third stage of its development, it is best to explain to them the principles of the fourth stage; when teachers implement moral education, they should not only pay attention to the form of moral education for moral preaching, but should combine the students' Practical life and personal experience, understanding with reason

The best example of what an educator means when teaching ethics to students is his or her actions. Educators practice what they preach and make students realize that it pays to act ethically

Students can deepen their understanding of ethical norms and their significance through ethical practice. Seeing with your own eyes the positive consequences that your moral behavior brings to others or the collective can not only gain a vivid moral emotional experience, but also make you more confident in the correctness of moral norms because your moral understanding has been repeatedly confirmed by moral practice. This is morality. The establishment of beliefs lays an empirical foundation

Combining specific moral situations and comparing with the requirements of moral principles to evaluate and reflect on one's own and others' behavior is conducive to the generalization and integration of moral experience, thereby enhancing the dominance of moral concepts on one's future behavior.

Students' behavior in the group often receives praise and criticism from public opinion and rewards and punishments from educators. On the one hand, this kind of social feedback motivates students to act according to moral principles, and on the other hand, it continuously conveys information to students about the value of moral behavior. When a student sees himself earning the respect of the class for his altruistic actions, he becomes convinced of the need to enforce ethical rules. In order to form ethical beliefs, consistency in social feedback is important.

For example, for the same behavior of students, social feedback information is inconsistent, the views injected into the school are inconsistent with the views of parents, and the views of teachers are inconsistent with the views of some students, it will cause difficulties in confirming students' moral understanding.

Moral beliefs are the crystallization of moral cognition and moral emotions. Only the combination of correct moral concepts and strong emotional experience can form correct moral beliefs. The formation and change of students' moral beliefs are inseparable from emotional experience. Emotional experience is the direction of moral knowledge. The mediator and bridge for the transformation of moral beliefs

Only by taking action can we further improve our sense of moral experience.

To cultivate students' love for labor and respect for the success of others' labor, this can only be achieved by allowing students to personally participate in certain crafts and production labor; to cultivate students' willingness to help others, only by providing help to others within their ability and seeing that Only when you realize the effect of your actions can you achieve success.

Educators should make full use of excellent literary and artistic works, such as stories, novels, dramas, film and television works, etc., to arouse students' emotional resonance

Moral evaluation is a mental activity. It is a process of applying existing moral knowledge to analyze and judge the good and evil of moral actions that have taken place. Regular use of moral evaluation can help students consolidate and expand their moral experience and deepen their understanding of moral significance. understand

Teachers' moral emotions have a great influence on students, so teachers should adjust their moral emotions, release correct and positive positive moral emotions, and be good at controlling and regulating their own emotions to edify and infect students and influence them subtly. students, allowing students to form good moral emotions

Moral belief is a firm moral viewpoint, a moral concept that firmly believes in the correctness of moral norms and is accompanied by emotional color and motivation. It is the organic unity of profound moral understanding, strong moral emotions and tenacious moral will. It is necessary to cultivate students to be firm moral beliefs, providing conceptual support for the exercise of their moral will

Encourage students to use outstanding figures in history, reality, and literary and artistic works as examples of their own moral will, and form the intention to train their will.

Along with moral actions, teachers should consciously train students and create moderately difficult situations so that students can hone their moral will in practical activities to overcome difficulties. Difficult situations should not be too difficult, otherwise students will not be able to bear them

Guide students to self-evaluate their volitional actions through self-education, guide students to develop the ability of self-control, and maintain good behavior without outside supervision; guide students to learn to eliminate internal and external interference and persist in volitional actions; Guide students to use self-guarantee, self-monitoring, and self-strengthening methods to exercise their will

The cultivation of moral behavior habits is inseparable from the internal drive of individual students. Therefore, educators should enhance students' desire to consciously and proactively practice on their own, and guide students to seek rents on their own and take advantage of opportunities to practice and exercise.

Good moral behavior is formed through repeated practice and repetition. It is necessary to use situations that allow students to practice and practice repeatedly to form moral behavior habits under the premise of clarifying the meaning of the behavior.

In the process of cultivating students' behavioral habits, some students cannot persist. At this time, famous people's aphorisms can play a very important role. Therefore, educators should appropriately organize students to learn aphorisms about moral behavior and habits so that students can remind themselves. keep practicing

The path of juvenile delinquency generally begins with bad behavior. Whether it is historical or current, a large number of facts tell people that in order for teenagers to grow up healthily, they must actively prevent bad behavior, overcome bad behavior, and correct bad behavior.

Psychologists believe that behavioral therapy can quickly eliminate bad behaviors, and behavior modification methods are simple and easy to implement.

Example-driven method, imaginary aversion therapy, desensitization therapy, shock therapy/full therapy, etc.