学校制度育德的实证研究

A Quantitative Study on the Influence of Institutional Situation in School on Students’ Morality

为探讨学校制度如何影响学生品德,本研究以制度情境观为理论基础,以民主化、道德化为作用机制,采用倾向性道德敏感性量表以及自编的学校制度情境量表、民主化量表、道德化认知量表、道德行为经验量表、假设情境-道德认知量表和假设情境-道德行为倾向量表对759名初中生进行调查。结果发现:(1)学校制度情境影响初中生道德;(2)学校制度情境的民主化程度和学生的道德化认知是学校制度情境影响学生品德的两个重要维度;(3)民主化程度对初中生道德行为影响更大,道德化认知对假设公平情境的认知影响更大;(4)学校制度情境对初中生道德行为的影响大于对道德认知、道德敏感性的影响;(5)无论是认知情境还是行为情境,学校制度情境的道德性越明显,对学生的品德影响越大。研究结果初步揭示了学校制度情境影响学生品德的心理机制,建议推进学校制度的民主化改革,加强学生的道德化认知教育。

In order to explain how the institutional situation in school affects students’ morality, this study used seven scales to investigate 759 junior high school students, and the results showed that:(1) The institutional situation in school has an effect on students’ morality.(2) The degree of democratization of institutional situations in school and the moralization tendency of students’ social cognition are two important intermediary variables.(3) The degree of democratization has a greater impact on moral behavior, and the moralization tendency of students’ social cognition has a greater influence on the cognition of fair situation.(4) The impact of institutional situations in school on moral behavior is greater than the impact on moral cognition and moral sensitivity.(5) The more significant morality of the institutional situations in school, which will have a greater impact on students’ morality.