论儿童青少年品格教育
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摘要
品格的理论和应用实践研究近年来获得了广泛的关注。品格包括了习惯、特质和美德三种相互依赖又彼此交叠的概念。作为一个多维度的动力发展系统,在个体与环境相互影响下,积极品格可以得到充分的培养和塑造。积极品格不仅能够促进儿童青少年的心理健康,减少问题行为,提升幸福感,对学业成绩的提升亦有助益。但是对于品格的结构模型及其衍生出的具体测量模型,不同学者仍存在一定的争议。西方国家基于研究基础开展了一系列的品格教育项目,试图通过营造学校环境氛围、提供针对性的培训实现促进学生积极发展的目标。在未来的理论和实证研究中,应重视中国文化下儿童青少年品格的内涵、结构的建构,并在完善测量工具的基础上开展品格发展轨迹、影响因素及其功能的追踪研究。在实践中则需逐步建立具有中国特色的中小学品格教育教学体系,尤其要重视针对处境不利儿童群体开展的品格教育。
In recent years, theoretical and practical research on character has received extensive attention. Character includes three interrelated components, namely habit, trait and virtue. According to multi-dimensional dynamic development theories, positive character could be cultivated and shaped by the interaction between individual and context. In addition, positive character can not only promote the mental health of children and adolescents, reduce problem behaviors, enhance happiness, but also help improve academic performance. However, different scholars have certain disputes about the structural models of character and the specific measurement model derived from them. Western countries have launched a series of character education programs, trying to achieve the goal of facilitating students' positive development by creating school environment atmosphere and providing targeted training. Future theoretical exploration should emphasis the construction of the connotation and structure of character under Chinese culture, exploration of measurement tools, longitudinal studies on the development curve, and influencing factors and functions of character. Future practice should establish comprehensive character cultivating systems based on Chinese culture characteristics in primary and secondary schools, especially for children in disadvantaged context.
In recent years, theoretical and practical research on character has received extensive attention. Character includes three interrelated components, namely habit, trait and virtue. According to multi-dimensional dynamic development theories, positive character could be cultivated and shaped by the interaction between individual and context. In addition, positive character can not only promote the mental health of children and adolescents, reduce problem behaviors, enhance happiness, but also help improve academic performance. However, different scholars have certain disputes about the structural models of character and the specific measurement model derived from them. Western countries have launched a series of character education programs, trying to achieve the goal of facilitating students' positive development by creating school environment atmosphere and providing targeted training. Future theoretical exploration should emphasis the construction of the connotation and structure of character under Chinese culture, exploration of measurement tools, longitudinal studies on the development curve, and influencing factors and functions of character. Future practice should establish comprehensive character cultivating systems based on Chinese culture characteristics in primary and secondary schools, especially for children in disadvantaged context.
引文
陈芳舟.(2016).美国中小学品格教育的实施状况及特点述评.教学研究,39(6),109-112.
郭海英,刘方,刘文,蔺秀云,林丹华.(2017).积极青少年发展:理论,应用与未来展望.北京师范大学学报(社会科学版),(6),5-13.
郭永玉.(2016).人格研究.华东师范大学出版社.
黄希庭.(2002).人格心理学.浙江教育出版社.
官群,孟万金,John Keller.(2009).中国中小学生积极心理品质量表编制报告.中国特殊教育,(4),70-76.
林崇德.(2014).品德发展心理学.陕西师范大学出版总社.
林崇德.(2016).21世纪学生发展核心素养研究.北京师范大学出版社.
林崇德.(2017).构建中国化的学生发展核心素养.北京师范大学学报(社会科学版),(1),66-73.
林丹华,柴晓运,李晓燕,刘艳,翁欢欢.(2017).中国文化背景下积极青少年发展的结构与内涵:基于访谈的质性研究.北京师范大学学报(社会科学版),(6),14-22.
刘晨,康秀云.(2015).品格教育新纪元.人民出版社.
刘晨,康秀云.(2017).美国新品格教育的复归背景、目标转向与理论超越.外国教育研究,(12),90-102.
刘霞,胡清芬,刘艳,方晓义,陈英和,莫雷等.(2016).我国学生发展核心素养的实证调查.中国教育学刊,(6),15-22.
孟万金,张冲,Richard Wagner.(2014).中国小学生积极心理品质测评量表研发报告.中国特殊教育,(10),62-66.
孟万金,张冲,Richard Wagner.(2016).中国中学生积极心理品质测评量表修订报告.中国特殊教育,(2),69-73.
全国妇联课题组.(2013).全国农村留守儿童城乡流动儿童状况研究报告.中国妇运,(6),30-34.
杨韶刚.(2002).品格教育:一种新的道德心理学研究取向.思想·理论·教育,5,22-25.
熊昱可,许祎玮,王泉泉,任萍,刘霞,林崇德.(2018).核心素养研究的基本思路与方法路径.北京师范大学学报(社会科学版),(1),41-48.
张婵.(2013).青少年积极品质的成分、测量及其作用.博士论文,东北师范大学.
张红英,李新影,王宇宸.(2016).积极心理品质对青少年抑郁症状的影响及性别和年龄的调节作用研究.中国全科医学,19(1),115-118.
郑雪.(2017).人格心理学.暨南大学出版社.
Aber,J.L.,Brown,J.L.,& Jones,S.M.(2003).Developmental trajectories toward violence in middle childhood:Course,demographic differences,and response to school-based intervention.Developmental Psychology,39(2),324-348.
Benninga,J.S.,Berkowitz,M.W.,Kuehn,P.,& Smith,K.(2006).Character and academics:What good schools do.Phi Delta Kappan,87(6),448-452.
Berkowitz,M.W.(2002).The science of character education.Bringing in a new era in character education,(508),43-63.
Berkowitz,M.W.(2011).Understanding Effective Character Education.CSEE Connections,December.
Ciocanel,O.,Power,K.,Eriksen,A.,& Gillings,K.(2016).Effectiveness of positive youth development interventions:A meta-analysis of randomized controlled trials.Journal of Youth and Adolescence,46(3),1-22.
Damon,W.,& Lerner,R.M.(Eds).(2008).儿童心理学手册(第六版)第四卷.应用儿童心理学.林崇德,李其维,董奇等译.上海:华东师范大学出版社.
Dewey,J.,& Tufts,J.H.(1910).Ethics.New York:Henry Holt.
Feist,J.(2002).Theories of Personality.New York:McGraw-Hill Companies.
Greenspoon,P.J.,& Saklofske,D.H.(1998).Confirmatory factor analysis of the multidimensional students’ life satisfaction scale.Personality and Individual Differences,25(5),965-971.
Hawkins,J.D.,Catalano,R.F.,& Miller,J.Y..(1992).Risk and protective factors for alcohol and other drug problems in adolescence and early adulthood:Implications for substance abuse prevention.Psychological Bulletin,112(1),64-105.
Hay,D.F.,Castle,J.,Stimson,C.A.,& Davies,L.(1995).The social construction of character in toddlerhood.In M.Killen & D.Hart (Eds.),Morality in Everyday Life:Developmental Perspectives (pp.23-51).Cambridge,England:Cambridge University Press.
Huta,V.,& Hawley,L.(2010).Psychological strengths and cognitive vulnerabilities:Are they two ends of the same continuum or do they have independent relationships with well-being and ill-being?Journal of Happiness Studies,11,71-93.
Lapsley,D.K.,& Narvaez,D.(2006).Character education.In A.Renninger & I.Siegel (Eds.),Handbook of Child Psychology,Vol.4:Child psychology in practice (6th ed.,pp.248-296).Hoboken,NJ:Wiley.
Leontopoulou,S.& Triliva,S.(2012).Explorations of subjective wellbeing and character strengths among a Greek University student sample.International Journal of Wellbeing,2 (3),251-270.
Lerner,R.M.(2006).Developmental science,developmental systems,and contemporary theories of human development.In W.Damon & R.M.Lerner (editors-in-chief) and R.M.Lerner (vol.ed.),Handbook of Child Psychology.Vol.1:Theoretical models of human development (6th ed.,pp.1-17,43-61,542-548).Hoboken,NJ:Wiley.
Lerner,R.M.,& Callina,K.S.(2014).The study of character development:Towards tests of a relational developmental systems model.Human Development,57,322-346.
Lerner,R.M.,Lerner,J.V.,Bowers,E.,& Geldhof,G.J.(2015).Positive youth development:A relational developmental systems model.In W.F.Overton & P.C.Molenaar (Eds.),Handbook of Child Psychology and Developmental Science.Vol.1:Theory and method (7th ed.).(pp.607-651).Hoboken,NJ:Wiley.
Lerner,R.M.(2017).Character development among youth:Linking lives in time and place.International Journal of Behavioral Development,016502541771105.
Lickona,Tom;Schaps,Eric;and Lewis,Catherine,“Eleven Principles of Effective Character Education” (2002).Special Topics,General.50.http://digitalcommons.unomaha.edu/slcestgen/50.
McGrath,R.E.(2015).Character strengths in 75 nations:An update.The Journal of Positive Psychology,10(1),41-52.
Mcgrath,R.E.,& Walker,D.I.(2016).Factor structure of character strengths in youth:Consistency across ages and measures.Journal of Moral Education.45(4).400-418.
Nucci.(2017).Character:A multifaceted developmental system.Journal of Character Education,13(1),pp.1-16.
Nucci,L.,Krettenauer,T.,& Narváez,D.(Eds.).(2014).Handbook of Moral and Character Education.London:Routledge.
Park,N.(2004).Character strengths and positive youth development.Annals of the American Academy of Political and Social Science,591(1),40-54.
Park,N.,& Peterson,C.(2006).Moral competence and character strengths among adolescents:The development and validation of the values in action inventory of strengths for youth.Journal of Adolescence,29,891-905.
Park,N.,& Peterson,C.(2008).Positive psychology and character strengths:Application to strengths-based school counseling.Professional School Counseling,12 (2),85-92.
Park,N.,& Peterson,C.(2009).Strengths of character in schools.In R.Gilman,E.S.Huebner,& M.J.Furlong (Eds.),Handbook of Positive Psychology in Schools (pp.65-76).New York:Routledge.
Park,N.,Peterson,C.,& Seligman,M.E.P.(2006).Character strengths in fifty-four nations and the fifty US states.The Journal of Positive Psychology,1(3),118-129.
Peterson,C.,Ruch,W.,Beerman,U.,Park,N.,& Seligman,M.E.P.(2007).Strengths of character,orientations to happiness,and life satisfaction.Journal of Positive Psychology,2,149-156.
Peterson,C.,& Seligman,M.E.(2004).Character Strengths and Virtues:A Handbook and Classification (Vol.1).Oxford University Press.
Pilkauskaite-Valickiene,R.(2015).The role of character,confidence,and connection on contribution and subjective well-being.Procedia-Social and Behavioral Sciences,197(1),265-270.
Ryan,K.,& Lickona,T.(Eds.).(1992).Character Development in Schools and Beyond.Washington,DC:Council for Research in Values and Philosophy.
Seider,S.(2012).Character Compass:How Powerful School Culture Can Point Students Toward Success.Cambridge,MA:Harvard Education Press.
Seider,S.,Jayawickreme,E.,& Lerner,R.M.(2017).Theoretical and empirical bases of character development in adolescence:A view of the issues.Journal of Youth and Adolescence,(4),1149-1152.
Shubert,J.,Wraylake,L.,Syvertsen,A.K.,& Metzger,A.(2018).Examining character structure and function across childhood and adolescence.Child Development,(6),1-20.
Toner,E.,Haslam,N.,Robinson,J.,& Williams,P.(2012).Character strengths and wellbeing in adolescence:Structure and correlates of the values in action inventory of strengths for children.Personality and Individual Differences,52(5),637-642.
Wagner,L.,& Ruch,W.(2015).Good character at school:Positive classroom behavior mediates the link between character strengths and school achievement.Frontiers in Psychology.doi:10.3389/fpsyg.2015.00610.
Wang,J.,Hilliard,L.J.,Hershberg,R.M.,Bowers,E.P.,Chase,P.A.,Champine,R.B.,...& Lerner,R.M.(2015).Character in childhood and early adolescence:Models and measurement.Journal of Moral Education,44(2),165-197.
Wright,B.A.,& Lopez,S.J.(2002).Widening the diagnostic focus:A case for including human strengths and environmental resources.In C.R.Snyder & S.J.Lopez (Eds.),Handbook of Positive Psychology (pp.26-44).New York:Oxford University Press.
Wynne,E.,& Ryan,K.(1997).Reclaiming Our Schools:Teaching Character,Academics,and Discipline.Upper Saddle River,NJ:Merrill.
郭海英,刘方,刘文,蔺秀云,林丹华.(2017).积极青少年发展:理论,应用与未来展望.北京师范大学学报(社会科学版),(6),5-13.
郭永玉.(2016).人格研究.华东师范大学出版社.
黄希庭.(2002).人格心理学.浙江教育出版社.
官群,孟万金,John Keller.(2009).中国中小学生积极心理品质量表编制报告.中国特殊教育,(4),70-76.
林崇德.(2014).品德发展心理学.陕西师范大学出版总社.
林崇德.(2016).21世纪学生发展核心素养研究.北京师范大学出版社.
林崇德.(2017).构建中国化的学生发展核心素养.北京师范大学学报(社会科学版),(1),66-73.
林丹华,柴晓运,李晓燕,刘艳,翁欢欢.(2017).中国文化背景下积极青少年发展的结构与内涵:基于访谈的质性研究.北京师范大学学报(社会科学版),(6),14-22.
刘晨,康秀云.(2015).品格教育新纪元.人民出版社.
刘晨,康秀云.(2017).美国新品格教育的复归背景、目标转向与理论超越.外国教育研究,(12),90-102.
刘霞,胡清芬,刘艳,方晓义,陈英和,莫雷等.(2016).我国学生发展核心素养的实证调查.中国教育学刊,(6),15-22.
孟万金,张冲,Richard Wagner.(2014).中国小学生积极心理品质测评量表研发报告.中国特殊教育,(10),62-66.
孟万金,张冲,Richard Wagner.(2016).中国中学生积极心理品质测评量表修订报告.中国特殊教育,(2),69-73.
全国妇联课题组.(2013).全国农村留守儿童城乡流动儿童状况研究报告.中国妇运,(6),30-34.
杨韶刚.(2002).品格教育:一种新的道德心理学研究取向.思想·理论·教育,5,22-25.
熊昱可,许祎玮,王泉泉,任萍,刘霞,林崇德.(2018).核心素养研究的基本思路与方法路径.北京师范大学学报(社会科学版),(1),41-48.
张婵.(2013).青少年积极品质的成分、测量及其作用.博士论文,东北师范大学.
张红英,李新影,王宇宸.(2016).积极心理品质对青少年抑郁症状的影响及性别和年龄的调节作用研究.中国全科医学,19(1),115-118.
郑雪.(2017).人格心理学.暨南大学出版社.
Aber,J.L.,Brown,J.L.,& Jones,S.M.(2003).Developmental trajectories toward violence in middle childhood:Course,demographic differences,and response to school-based intervention.Developmental Psychology,39(2),324-348.
Benninga,J.S.,Berkowitz,M.W.,Kuehn,P.,& Smith,K.(2006).Character and academics:What good schools do.Phi Delta Kappan,87(6),448-452.
Berkowitz,M.W.(2002).The science of character education.Bringing in a new era in character education,(508),43-63.
Berkowitz,M.W.(2011).Understanding Effective Character Education.CSEE Connections,December.
Ciocanel,O.,Power,K.,Eriksen,A.,& Gillings,K.(2016).Effectiveness of positive youth development interventions:A meta-analysis of randomized controlled trials.Journal of Youth and Adolescence,46(3),1-22.
Damon,W.,& Lerner,R.M.(Eds).(2008).儿童心理学手册(第六版)第四卷.应用儿童心理学.林崇德,李其维,董奇等译.上海:华东师范大学出版社.
Dewey,J.,& Tufts,J.H.(1910).Ethics.New York:Henry Holt.
Feist,J.(2002).Theories of Personality.New York:McGraw-Hill Companies.
Greenspoon,P.J.,& Saklofske,D.H.(1998).Confirmatory factor analysis of the multidimensional students’ life satisfaction scale.Personality and Individual Differences,25(5),965-971.
Hawkins,J.D.,Catalano,R.F.,& Miller,J.Y..(1992).Risk and protective factors for alcohol and other drug problems in adolescence and early adulthood:Implications for substance abuse prevention.Psychological Bulletin,112(1),64-105.
Hay,D.F.,Castle,J.,Stimson,C.A.,& Davies,L.(1995).The social construction of character in toddlerhood.In M.Killen & D.Hart (Eds.),Morality in Everyday Life:Developmental Perspectives (pp.23-51).Cambridge,England:Cambridge University Press.
Huta,V.,& Hawley,L.(2010).Psychological strengths and cognitive vulnerabilities:Are they two ends of the same continuum or do they have independent relationships with well-being and ill-being?Journal of Happiness Studies,11,71-93.
Lapsley,D.K.,& Narvaez,D.(2006).Character education.In A.Renninger & I.Siegel (Eds.),Handbook of Child Psychology,Vol.4:Child psychology in practice (6th ed.,pp.248-296).Hoboken,NJ:Wiley.
Leontopoulou,S.& Triliva,S.(2012).Explorations of subjective wellbeing and character strengths among a Greek University student sample.International Journal of Wellbeing,2 (3),251-270.
Lerner,R.M.(2006).Developmental science,developmental systems,and contemporary theories of human development.In W.Damon & R.M.Lerner (editors-in-chief) and R.M.Lerner (vol.ed.),Handbook of Child Psychology.Vol.1:Theoretical models of human development (6th ed.,pp.1-17,43-61,542-548).Hoboken,NJ:Wiley.
Lerner,R.M.,& Callina,K.S.(2014).The study of character development:Towards tests of a relational developmental systems model.Human Development,57,322-346.
Lerner,R.M.,Lerner,J.V.,Bowers,E.,& Geldhof,G.J.(2015).Positive youth development:A relational developmental systems model.In W.F.Overton & P.C.Molenaar (Eds.),Handbook of Child Psychology and Developmental Science.Vol.1:Theory and method (7th ed.).(pp.607-651).Hoboken,NJ:Wiley.
Lerner,R.M.(2017).Character development among youth:Linking lives in time and place.International Journal of Behavioral Development,016502541771105.
Lickona,Tom;Schaps,Eric;and Lewis,Catherine,“Eleven Principles of Effective Character Education” (2002).Special Topics,General.50.http://digitalcommons.unomaha.edu/slcestgen/50.
McGrath,R.E.(2015).Character strengths in 75 nations:An update.The Journal of Positive Psychology,10(1),41-52.
Mcgrath,R.E.,& Walker,D.I.(2016).Factor structure of character strengths in youth:Consistency across ages and measures.Journal of Moral Education.45(4).400-418.
Nucci.(2017).Character:A multifaceted developmental system.Journal of Character Education,13(1),pp.1-16.
Nucci,L.,Krettenauer,T.,& Narváez,D.(Eds.).(2014).Handbook of Moral and Character Education.London:Routledge.
Park,N.(2004).Character strengths and positive youth development.Annals of the American Academy of Political and Social Science,591(1),40-54.
Park,N.,& Peterson,C.(2006).Moral competence and character strengths among adolescents:The development and validation of the values in action inventory of strengths for youth.Journal of Adolescence,29,891-905.
Park,N.,& Peterson,C.(2008).Positive psychology and character strengths:Application to strengths-based school counseling.Professional School Counseling,12 (2),85-92.
Park,N.,& Peterson,C.(2009).Strengths of character in schools.In R.Gilman,E.S.Huebner,& M.J.Furlong (Eds.),Handbook of Positive Psychology in Schools (pp.65-76).New York:Routledge.
Park,N.,Peterson,C.,& Seligman,M.E.P.(2006).Character strengths in fifty-four nations and the fifty US states.The Journal of Positive Psychology,1(3),118-129.
Peterson,C.,Ruch,W.,Beerman,U.,Park,N.,& Seligman,M.E.P.(2007).Strengths of character,orientations to happiness,and life satisfaction.Journal of Positive Psychology,2,149-156.
Peterson,C.,& Seligman,M.E.(2004).Character Strengths and Virtues:A Handbook and Classification (Vol.1).Oxford University Press.
Pilkauskaite-Valickiene,R.(2015).The role of character,confidence,and connection on contribution and subjective well-being.Procedia-Social and Behavioral Sciences,197(1),265-270.
Ryan,K.,& Lickona,T.(Eds.).(1992).Character Development in Schools and Beyond.Washington,DC:Council for Research in Values and Philosophy.
Seider,S.(2012).Character Compass:How Powerful School Culture Can Point Students Toward Success.Cambridge,MA:Harvard Education Press.
Seider,S.,Jayawickreme,E.,& Lerner,R.M.(2017).Theoretical and empirical bases of character development in adolescence:A view of the issues.Journal of Youth and Adolescence,(4),1149-1152.
Shubert,J.,Wraylake,L.,Syvertsen,A.K.,& Metzger,A.(2018).Examining character structure and function across childhood and adolescence.Child Development,(6),1-20.
Toner,E.,Haslam,N.,Robinson,J.,& Williams,P.(2012).Character strengths and wellbeing in adolescence:Structure and correlates of the values in action inventory of strengths for children.Personality and Individual Differences,52(5),637-642.
Wagner,L.,& Ruch,W.(2015).Good character at school:Positive classroom behavior mediates the link between character strengths and school achievement.Frontiers in Psychology.doi:10.3389/fpsyg.2015.00610.
Wang,J.,Hilliard,L.J.,Hershberg,R.M.,Bowers,E.P.,Chase,P.A.,Champine,R.B.,...& Lerner,R.M.(2015).Character in childhood and early adolescence:Models and measurement.Journal of Moral Education,44(2),165-197.
Wright,B.A.,& Lopez,S.J.(2002).Widening the diagnostic focus:A case for including human strengths and environmental resources.In C.R.Snyder & S.J.Lopez (Eds.),Handbook of Positive Psychology (pp.26-44).New York:Oxford University Press.
Wynne,E.,& Ryan,K.(1997).Reclaiming Our Schools:Teaching Character,Academics,and Discipline.Upper Saddle River,NJ:Merrill.