小学儿童对“仁慈”概念和行为的理解及教育建议

Elementary School Children's Understanding of the Kindness Concept and Kind Behaviors and Suggestions of Education

对小学儿童关于"仁慈"概念和行为的理解进行考察,结果表明:大部分小学儿童习得"仁慈"概念的时间是在二、三年级。小学儿童对"仁慈"概念的掌握表现出了阶段特征,随年级升高,他们对"仁慈"概念的理解逐步深刻化,但其思维活动仍局限于具体的事物及日常经验,缺乏抽象性。小学儿童对"仁慈"概念理解不存在明显的性别差异,但女生的表达优于男生。低年级小学儿童在理解仁慈行为时主要依赖情境故事,自我中心严重;中、高年级小学儿童逐渐摆脱自我中心。部分高年级小学儿童能理解仁慈行为的发生不受义务驱动,而低、中年级小学儿童则较难判断。在仁慈行为判断上,小学儿童不存在明显的性别和年级差异。根据研究结果,就如何培养小学儿童的仁慈之心提出教育建议。

Based on the individual interview method, this research studies elementary school children’s understanding of the concept of kindness and kind behaviors.The results show that the time for elementary school students’ acquisition of the concept of kindness appears mostly in grade two or grade three. Elementary school students’ grasp of the concept of kindness shows its phasal features, i.e. the higher grade, the deeper their understanding of kindness concept, but their thinking activity is lack of abstraction and still limited to specif ic things and everyday experience. There is no signiifcant gender differences in their understanding of the concept of kindness, but the expression of girls are better than the boys’. The junior grade students’ understanding of the kind behaviors depend mainly on situation and especially self-centeredness;but the middle grade and senior grade students can get rid of self-centeredness. Some senior grade students can understand kind behaviors are not driven by obligation, while the junior and middle grades are more difficult to make such judgements. For judging the acts of kindness, there exists no differences in gender and grade among elementary school students. According to our research results, we put forward some educational suggestions on cultivating kind heartedness for elementary school students.