大学生德性自我意象演练的教育干预实验

Educational Intervention Experiments of Undergraduates' Self-image of Morality Rehearsal

以149名大学生为对象、运用三种方法进行了为期八周每周三学时的道德教育现场实验,考察了自我意象演练、榜样示范、移情训练三种方法对德性自我意象、对道德行为自我管理的影响,结果表明三种方法均能产生积极作用,但自我意象演练的效果尤为显著,进而对自我意象演练方法的有效性及其机制进行了探讨,可以认为该方法是一种能够有效提高大学生的德性自我意象之水平和道德行为自我管理之能力的道德教育方法。。

The purpose of the research was to explore the validity of the procedure and mechanism of self-image of morality rehearsal （SIMR） and the effect of SIMR on self-image of morality （SIM） and moral behavior self-management （MBSM）. With a between-subject design, four groups of undergraduates at a university in China were randomly subjected to four intervening experiments, including no-treatment, model learning, empathy training and SIMR. The no-treatment group was subjected to normal teaching,the model learning group was subjected to traditional model learning, the empathy training group, which was provided by Li Liao, had good validity for improving the ability of adolescent＇ s empathy, and the SIMR group, which was developed by the researcher, was composed of three processes, including generating, selfhood, and emotional experience of moral image. Four teachers were picked out randomly to give instruction. The pretest and posttest were carried out for all the four intervening experiments that were implemented for eight weeks and were composed of four units. There were two weeks and six lessons for each unit. Using the scales of SIM and MBSM as instruments, we car- ried out the pretest and posttest with an interval of two months. SIM was measured with ten 5-point items and the scale included Self Scale and Behavior Scale, which all referred to sensitivity, emotion, value, vividness and operation, and the higher the mark, the better SIM of the subject. Unification between Moral Cognition and Behavior （UMCB） Scale, which was composed of thirty 7-point items, was used to assess MBSM. UMCB was an operational concept which could imply the level for MBSM. The higher the mark in UMCB, the more apt was the subject to conform to the commands of the society. UMCB Scale and SIM Scale were developed and validated by the researchers. Statistics analysis shows that there is no significant difference between the SIM and the MBSM of every two groups at the pretest （ F = 2. 34, p 〉 . 05 ; F = 2. 55, p 〉 . 05 ） and the SIM and the MBSM at the pretest and posttest for the controlled group respectively （ t = . 543, p 〉 . 05 ; t = 1. 304, p 〉 . 05 ）. The T test shows that there is a significant difference between the pretest and posttest for the MBSM of model learning, empathy training and SIMR （ t = 6. 935, p 〈. 01 ; t = 5. 898, p 〈. 01 ; t = 9. 803, p 〈. O1 ）, and for the SIM of model learning and SIMR （t = 4. 744, p 〈. 01 ; t = 5. 874, p 〈. 01 ）. The F test shows that there is a significant difference between the SIM and the MBSM of four groups at the posttest （ F = 6. 67, p 〈. 01 ; F = 9. 71, p 〈. 01 ）. The scores of SIM and MBSM are the highest for the SIMR group. There is a significant difference between the SIM of the SIMR group and the controlled group, the model learning group, and the empathy training group （p 〈. 01 ; p 〈. 05 ; p 〈. 01 ）. The SIM of the model learning group is significantly high- er than that of the controlled group （p 〈. 01 ）. The differences of every comparison group are significant for MBSM （ps 〈. 01 ） except that of the comparison group between model learning and empathy training （p 〉 . 05 ）. The experimental results shows that Self-image of Morality Rehearsal has a significant role in SIM and MBSM. SIMR is an effective method of model learning.