小学生感恩意识的特点、影响因素及培养研究
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摘要
儿童青少年感恩意识的缺失是一种普遍的社会现象。唤醒儿童青少年的感恩意识,已经逐渐成为学校德育中很重要的部分。已有研究发现,感恩意识的内涵与结构没有明确的界定,有关感恩意识影响因素的研究也较薄弱。
本研究探讨了小学生感恩意识的特点,同时也探讨了父母影响及家庭氛围对小学生感恩意识的影响。采用问卷法,选取500名小学生作为被试进行测查。通过对调查数据的描述性统计、独立样本T检验、多元回归等,得到如下研究结果:
(1)小学生在感恩意识各维度上存在显著的年级差异。通过事后多重比较发现,四年级小学生在感恩意识各维度上的得分显著高于五年级小学生,五年级小学生在感恩意识各维度上的得分显著低于六年级小学生,而四、六年级小学生之间则无明显差异。
(2)独生子女与非独生子女在感恩意识的施恩和感恩亏欠两个因子上存在显著性差异,且独生子女在施恩和感恩亏欠因子上的得分高于非独生子女。
(3)城市、农村小学生在感恩意识的感恩亏欠和感恩认知上两个因子上存在显著性差异。城市小学生在感恩认知因子上的得分高于农村小学生,在感恩亏欠因子上的得分低于农村小学生。
(4)小学生感恩意识的总体情况较好,各因子的均值都在3以上。均值最大的因子是感恩珍惜,最小的是感恩亏欠。
(5)父母影响、亲密性家庭氛围与感恩意识各维度呈显著正相关,冲突性家庭氛围与感恩意识的感恩认知、记恩、谢恩各因子呈显著负相关。
(6)父母影响对感恩意识的各维度具有正向预测作用,亲密性家庭氛围对感恩意识的感恩认知因子具有正向预测作用。
The loss of gratitude consciousness of some children is becoming a common phenomenon, and it leads to a lot of unexpected painful problems. Waking-up the gratitude-consciousness of children has become a very important part of moral education at school. Based on the achievements of other investigators about gratitude consciousness, the content of the gratitude consciousness is not clearly defined, and the research of influencing factors is also weak.
This paper discusses the features of gratitude-consciousness of pupils and the relationship among the atmosphere of family, the impact of parents and gratitude-consciousness of pupils, as well as to provide some enlightenment and education proposals for gratitude education method. Using the questionnaire method, we choose 500 students as subjects. By analyzing the data by T test and multiple regression analysis, we got research results as following:
(1) The pupils of different grades are obviously different on each dimension. By the after multiple comparisons we found that pupil’s whose in the fifth-grade significantly lower than other grades,and have no significant difference between the third-grade and the sixth-grade.
(2) The only child and child with siblings are obviously different on two dimensions which consist of: patronize gratitude-owe feeling. And the scores of the only child were higher than child with siblings.
(3) Urban children and rural children who are obviously different on the dimensions which consist of gratitude- recognizing and gratitude-owe feeling. The scores of the urban children on gratitude- recognizing were higher than the rural children. The scores of the urban children on gratitude-owe feeling were lower than rural children.
(4) Generally speaking, the standard of pupils’gratitude situation is higher than medium level. The gratitude-cherishing is the highest one and the gratitude-owe feeling is the lowest one.
(5) The pupils’gratitude-consciousness is obviously related to the impact of parents and the harmonious atmosphere of family. The contradictory atmosphere of family is negatively related to the gratitude- remembering, gratitude-appreciation, gratitude- recognizing.
(6) The impact of parents has direct effect on the pupil’s gratitude-consciousness. The harmonious atmosphere of family has direct effect on gratitude- recognizing.
本研究探讨了小学生感恩意识的特点,同时也探讨了父母影响及家庭氛围对小学生感恩意识的影响。采用问卷法,选取500名小学生作为被试进行测查。通过对调查数据的描述性统计、独立样本T检验、多元回归等,得到如下研究结果:
(1)小学生在感恩意识各维度上存在显著的年级差异。通过事后多重比较发现,四年级小学生在感恩意识各维度上的得分显著高于五年级小学生,五年级小学生在感恩意识各维度上的得分显著低于六年级小学生,而四、六年级小学生之间则无明显差异。
(2)独生子女与非独生子女在感恩意识的施恩和感恩亏欠两个因子上存在显著性差异,且独生子女在施恩和感恩亏欠因子上的得分高于非独生子女。
(3)城市、农村小学生在感恩意识的感恩亏欠和感恩认知上两个因子上存在显著性差异。城市小学生在感恩认知因子上的得分高于农村小学生,在感恩亏欠因子上的得分低于农村小学生。
(4)小学生感恩意识的总体情况较好,各因子的均值都在3以上。均值最大的因子是感恩珍惜,最小的是感恩亏欠。
(5)父母影响、亲密性家庭氛围与感恩意识各维度呈显著正相关,冲突性家庭氛围与感恩意识的感恩认知、记恩、谢恩各因子呈显著负相关。
(6)父母影响对感恩意识的各维度具有正向预测作用,亲密性家庭氛围对感恩意识的感恩认知因子具有正向预测作用。
The loss of gratitude consciousness of some children is becoming a common phenomenon, and it leads to a lot of unexpected painful problems. Waking-up the gratitude-consciousness of children has become a very important part of moral education at school. Based on the achievements of other investigators about gratitude consciousness, the content of the gratitude consciousness is not clearly defined, and the research of influencing factors is also weak.
This paper discusses the features of gratitude-consciousness of pupils and the relationship among the atmosphere of family, the impact of parents and gratitude-consciousness of pupils, as well as to provide some enlightenment and education proposals for gratitude education method. Using the questionnaire method, we choose 500 students as subjects. By analyzing the data by T test and multiple regression analysis, we got research results as following:
(1) The pupils of different grades are obviously different on each dimension. By the after multiple comparisons we found that pupil’s whose in the fifth-grade significantly lower than other grades,and have no significant difference between the third-grade and the sixth-grade.
(2) The only child and child with siblings are obviously different on two dimensions which consist of: patronize gratitude-owe feeling. And the scores of the only child were higher than child with siblings.
(3) Urban children and rural children who are obviously different on the dimensions which consist of gratitude- recognizing and gratitude-owe feeling. The scores of the urban children on gratitude- recognizing were higher than the rural children. The scores of the urban children on gratitude-owe feeling were lower than rural children.
(4) Generally speaking, the standard of pupils’gratitude situation is higher than medium level. The gratitude-cherishing is the highest one and the gratitude-owe feeling is the lowest one.
(5) The pupils’gratitude-consciousness is obviously related to the impact of parents and the harmonious atmosphere of family. The contradictory atmosphere of family is negatively related to the gratitude- remembering, gratitude-appreciation, gratitude- recognizing.
(6) The impact of parents has direct effect on the pupil’s gratitude-consciousness. The harmonious atmosphere of family has direct effect on gratitude- recognizing.
引文
[1]班华.现代德育论[M].安徽人民出版社,2003:122
[2]陈学锋.节译《Morality,Moral Behavior,and Moral Development》[M].JohnWiley & Sons出版社,1984 (3):24-36
[3]陈会昌.德育忧思[M].华文出版社,1995:19-20
[4]范国瑞.感思是生活的起点[ J].教育科学研究,2006(4):62
[5]耿树丰.和谐社会视野下大学生感恩教育[J] .黑龙江教育学院学报,2006(11):25
[6]葛琳.曲阜师范大学硕士学位论文[D] .当代中小学生感恩教育之探析.2007:27
[7]黄平.青少年感恩意识的形成探微[ J].教育评论,2006(1):56-58
[8]胡锦涛.在省部级主要领导干部提高构建社会主义和谐社会能力专题研讨班上的讲话[N].人民日报,2005
[9]胡虹霞.关于大学生感恩意识培养的几点思考[J].山东省青年管理干部学院,2005.5(3):29-30
[10]蒋平.青少年感恩意识的缺失及教育策略探微[J].内蒙古师范大学学报(教育科学版).2006(4):19
[11]蒋平.城镇青少年弱势群体感恩意识缺失问题研究[J].武汉理工大学学报(社会科学版).2006(4):222-225
[12]科尔伯格著.魏览超、柯森等译.道德教育的哲学[M].杭州:浙江教育出版社,2000(3-4):405
[13]马艳红.皮亚杰与科尔伯格道德教育思想及其启示[J].文史博览.2005(8):43-44
[14]刘秋竹.试论柯尔伯格道德认知发展理论在语文教学中的运用[J].乐山师范学院学报.2009(7):124-125
[15]林崇德.发展心理学[M].人民教育出版社,1995(11):330-340
[16]李卫东.独生子女与非独生子女大学生道德状况比较研究[J].广西教育学院学报,2000(4):27-32
[17]李颖菁.广西师范大学硕士学位论文[D].初中语文课程中的感恩教育.2005
[18]李志强.西南师范大学硕士学位论文[D].大学生感恩品质现状调查与研究.2008
[19]刘维娅.大学生的语文教育与人文教经[M].文学教育,2007:64-65
[20]刘建玲.河南大学硕士学位论文[D].感戴:心理学研究的一个新领域.2005
[21]马克思,恩格斯.《马克思恩格斯全集》第46卷.北京:人民出版社,1971:18-96
[22]宁清平.大学生感恩缺失心理学解读[ J].湖南科技学院学报,2008:71-73
[23]戚万学.冲突与整合—20世纪西方道德教育理论[M].济南:山东教育出版社,1995:403
[24]任俊.积极心理学[M].上海教育出版社,2006(7):21
[25]任现品.略论儒家文化的感恩意识[ J].孔子研究,2005,(l):93-101
[26]苏静.青少年感恩品质形成机制研究[M].中国青年研究,2008(9):93-96
[27]苏霍姆林斯基.让少年一代健康成长[M].北京:教育科学出版社,1984:28
[28]苏霍姆林斯基.苏霍姆林斯基选集第五卷:社会与教师[M].北京:教育科学出版社,2001:166
[29]孙云晓.常怀感激之心—日本的道德教育[ J].中国教师,2005,(6):54
[30]商继宗.中小学比较教育[M].北京:人民教育出版社,1989:195-196
[31]陶志琼.关于感恩教育的几个问题的探讨[ J].教育科学,2004(4):9
[32]吴近华.滴水之恩涌泉相报—幼儿感恩教育研究报告[M].教育战线,2008(22):108-109
[33]先秦儒者,孝经[M].北京:中国友谊出版公司,1997(7):18
[34]中国社会科学院语言研究所词典编辑室.现代汉语词典[M].北京:商务印书馆,1997:409
[35]徐宝康.韩国:不孝者不能立足[M].阅读与作文(初中版) ,2006(5):26
[36]汪向东.心理卫生评定量表手册[J].中国心理卫生杂志,1999:134-142
[37]叶一舵.国内外关于亲子关系及其对儿童心理发展影响的研究[J].福建师范大学学报(哲学社会科学版),2002(2):131-136
[38]亚当.斯密,谢祖钧译.道德情感论[M].西安:陕西人民出版社,2003:28-74,
[39]亚当.斯密,蒋自强等译.道德情操论[M].北京:商务印书馆,2006:82
[40]张桂权.感恩意识与感恩教育[ M].当代教育论坛,2006 (1):30-34
[41]周元明.刍议高等学校的感恩教育[ M].江苏高教,2007(1):138-139
[42]张建平.感恩教育:一种回归生活的德育实践[J].吉林教育,2007(1):61-62
[43]张丽.中学生感恩意识现状调查分析个案研究[ D].华南师范大学硕士学位论文.2007
[44]朱智贤.儿童心理学[ M].人民教育出版社.1993(1):56,167,168
[1]Cohen A B. On gratitude. Social Justice Research,2006,19(2):264
[2]Bertocci PA., Millard R M. Personality and the good :Psychological and ethical perspectives .New York :David McKay.1963: 37
[3]Emmons R.A., McCullough, M. E. Counting blessings versus burdens :An experimental investigation of gratitude and subjective well-being in daily life. Journal of Personality and Social Psychology.2003(84):377-389
[4]Fitzgerald P.,Gratitude and justice.Ethics,1998(109): 119-153
[5]Fallbo J. Only children: a review The single-child family [M]. New York: The Guildford press, 1984: 1-20
[6]Heider F., The Psychology of interpersonal relations. New York: Wiley.1958:77
[7]Jared S., Work got you down? It can be healthy to count your blessings. Knight Rider Tribune Business News, 2004: 1
[8]Lauren A., Make a gratitude adjustment. Psychology Today.2006: 60
[9]Peterson MJ. Ryan MG., Attitude of gratitude. Vegetarian Times,2002:84
[10]Pruyser P.W., The minister as diagnostician:Personal problems in pastoral perspective.Philadel-phia:Westminster Press.1976:96
[11]McCullough,M.E.,..Emmons,R.A.,& Tsang,J.The grateful disposition: A conceptual and empirical topography.Journal of Personality and Social Psychology, 2002:82-266
[12]McDougall W.,Outline of psychology.New York:Charles Scribner’s Sons.1929
[13]Robert A Emmons, Cheryl A Crumpler, Gratitude as a human strength: Appraising the evidence. [1]Journal of social and Clinical Psychology, New York: Spring 2000,Vol.19,Iss.1;pg.56,14Pgs
[14]Rosenbersg EL., Levels of analysis and arganization of affect. Review of General Psychology, 1998(2):247-270
[15]Sheldon M., King L.Why Positive Psyehology is Neeessary. American Psychologist,2001,56(3):21-216
[16]Weiner B.,An attributional theory of motivation and emotion .New York:Springer-Verlag.1986
[17]Victor P., Develop your gratitude. Vibrant Life,2005 :4-14
[2]陈学锋.节译《Morality,Moral Behavior,and Moral Development》[M].JohnWiley & Sons出版社,1984 (3):24-36
[3]陈会昌.德育忧思[M].华文出版社,1995:19-20
[4]范国瑞.感思是生活的起点[ J].教育科学研究,2006(4):62
[5]耿树丰.和谐社会视野下大学生感恩教育[J] .黑龙江教育学院学报,2006(11):25
[6]葛琳.曲阜师范大学硕士学位论文[D] .当代中小学生感恩教育之探析.2007:27
[7]黄平.青少年感恩意识的形成探微[ J].教育评论,2006(1):56-58
[8]胡锦涛.在省部级主要领导干部提高构建社会主义和谐社会能力专题研讨班上的讲话[N].人民日报,2005
[9]胡虹霞.关于大学生感恩意识培养的几点思考[J].山东省青年管理干部学院,2005.5(3):29-30
[10]蒋平.青少年感恩意识的缺失及教育策略探微[J].内蒙古师范大学学报(教育科学版).2006(4):19
[11]蒋平.城镇青少年弱势群体感恩意识缺失问题研究[J].武汉理工大学学报(社会科学版).2006(4):222-225
[12]科尔伯格著.魏览超、柯森等译.道德教育的哲学[M].杭州:浙江教育出版社,2000(3-4):405
[13]马艳红.皮亚杰与科尔伯格道德教育思想及其启示[J].文史博览.2005(8):43-44
[14]刘秋竹.试论柯尔伯格道德认知发展理论在语文教学中的运用[J].乐山师范学院学报.2009(7):124-125
[15]林崇德.发展心理学[M].人民教育出版社,1995(11):330-340
[16]李卫东.独生子女与非独生子女大学生道德状况比较研究[J].广西教育学院学报,2000(4):27-32
[17]李颖菁.广西师范大学硕士学位论文[D].初中语文课程中的感恩教育.2005
[18]李志强.西南师范大学硕士学位论文[D].大学生感恩品质现状调查与研究.2008
[19]刘维娅.大学生的语文教育与人文教经[M].文学教育,2007:64-65
[20]刘建玲.河南大学硕士学位论文[D].感戴:心理学研究的一个新领域.2005
[21]马克思,恩格斯.《马克思恩格斯全集》第46卷.北京:人民出版社,1971:18-96
[22]宁清平.大学生感恩缺失心理学解读[ J].湖南科技学院学报,2008:71-73
[23]戚万学.冲突与整合—20世纪西方道德教育理论[M].济南:山东教育出版社,1995:403
[24]任俊.积极心理学[M].上海教育出版社,2006(7):21
[25]任现品.略论儒家文化的感恩意识[ J].孔子研究,2005,(l):93-101
[26]苏静.青少年感恩品质形成机制研究[M].中国青年研究,2008(9):93-96
[27]苏霍姆林斯基.让少年一代健康成长[M].北京:教育科学出版社,1984:28
[28]苏霍姆林斯基.苏霍姆林斯基选集第五卷:社会与教师[M].北京:教育科学出版社,2001:166
[29]孙云晓.常怀感激之心—日本的道德教育[ J].中国教师,2005,(6):54
[30]商继宗.中小学比较教育[M].北京:人民教育出版社,1989:195-196
[31]陶志琼.关于感恩教育的几个问题的探讨[ J].教育科学,2004(4):9
[32]吴近华.滴水之恩涌泉相报—幼儿感恩教育研究报告[M].教育战线,2008(22):108-109
[33]先秦儒者,孝经[M].北京:中国友谊出版公司,1997(7):18
[34]中国社会科学院语言研究所词典编辑室.现代汉语词典[M].北京:商务印书馆,1997:409
[35]徐宝康.韩国:不孝者不能立足[M].阅读与作文(初中版) ,2006(5):26
[36]汪向东.心理卫生评定量表手册[J].中国心理卫生杂志,1999:134-142
[37]叶一舵.国内外关于亲子关系及其对儿童心理发展影响的研究[J].福建师范大学学报(哲学社会科学版),2002(2):131-136
[38]亚当.斯密,谢祖钧译.道德情感论[M].西安:陕西人民出版社,2003:28-74,
[39]亚当.斯密,蒋自强等译.道德情操论[M].北京:商务印书馆,2006:82
[40]张桂权.感恩意识与感恩教育[ M].当代教育论坛,2006 (1):30-34
[41]周元明.刍议高等学校的感恩教育[ M].江苏高教,2007(1):138-139
[42]张建平.感恩教育:一种回归生活的德育实践[J].吉林教育,2007(1):61-62
[43]张丽.中学生感恩意识现状调查分析个案研究[ D].华南师范大学硕士学位论文.2007
[44]朱智贤.儿童心理学[ M].人民教育出版社.1993(1):56,167,168
[1]Cohen A B. On gratitude. Social Justice Research,2006,19(2):264
[2]Bertocci PA., Millard R M. Personality and the good :Psychological and ethical perspectives .New York :David McKay.1963: 37
[3]Emmons R.A., McCullough, M. E. Counting blessings versus burdens :An experimental investigation of gratitude and subjective well-being in daily life. Journal of Personality and Social Psychology.2003(84):377-389
[4]Fitzgerald P.,Gratitude and justice.Ethics,1998(109): 119-153
[5]Fallbo J. Only children: a review The single-child family [M]. New York: The Guildford press, 1984: 1-20
[6]Heider F., The Psychology of interpersonal relations. New York: Wiley.1958:77
[7]Jared S., Work got you down? It can be healthy to count your blessings. Knight Rider Tribune Business News, 2004: 1
[8]Lauren A., Make a gratitude adjustment. Psychology Today.2006: 60
[9]Peterson MJ. Ryan MG., Attitude of gratitude. Vegetarian Times,2002:84
[10]Pruyser P.W., The minister as diagnostician:Personal problems in pastoral perspective.Philadel-phia:Westminster Press.1976:96
[11]McCullough,M.E.,..Emmons,R.A.,& Tsang,J.The grateful disposition: A conceptual and empirical topography.Journal of Personality and Social Psychology, 2002:82-266
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