初中生分享行为及培养模式研究
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摘要
分享行为是个体亲社会行为的重要组成部分。培养初中生分享行为会促进正处于人生发展关键期的青少年的心理及道德发展,有利于其成熟人生观、价值观的养成,帮助其更好地适应日益国际化的社会环境,从而创造更有利于人类发展的社会状况。当代中国社会初中生群体中独生子女占绝大多数,他们很多时候表现出孤僻的心理与独享的行为。在遇到触及内心深处的问题与困惑时只是自己摸索,却不懂也不愿与人分享;在遇到利益冲突时,首先想到的是怎样让自己眼前的利益最大化而不是如何才能做到双赢甚至多赢。此外,初中阶段个体思维能力进入新的阶段,出现了“倾诉”与“闭锁”的矛盾心理、“自我中心”意识重新抬头,人际关系、亲子关系也较小学更为复杂,这些都在有形无形中增加了初中生社会化的难度。而分享行为的培养恰恰能在细节上促使孩子良好社会性行为的出现。因此,分享行为的培养是广大教育工作者的应该积极关注的一个问题。
本文分析了良好的分享行为对于当代初中生个体成长、社会生存的重要意义,针对当前初中生分享行为现状中存在的问题进行了深入剖析,探讨了社会、学校、家庭在初中生分享行为培养中的欠缺与不足,并对在学校范畴内培养初中生分享行为做了一定的探索。
本文分为四个部分。第一部分是研究缘起,主要描述了本研究的起义;第二部分概述了分享行为的内涵及研究现状;第三部分结合问卷及访谈探讨初中生分享行为现状及分享行为影响因素;第四部分针对初中生群体现状,探索了初中生分享行为的学校培养模式。
Sharing behavior is an important part of individual prosocial behavior. It is conducive to the mental and moral development of Young People. It’s also beneficial to the mature outlook on there lives. The formation of values will help them better meet the social environment, thereby creating conducive to the social conditions of human development. Junior high school students in contemporary Chinese society are the vast majority of the one-child groups, they showed a lot of psychological eccentric behavior. When they are in the face of questions and confusion,they’d just to explore their own, and do not want or do not know to share with the people; in the face of a conflict of interest, the first thought is how to make their own immediate interests rather than to maximize how many do win. In addition, the thinking ability of the junior high school students has entered a new phase, there has been "talk" and "closed" ambivalence, interpersonal relationships, parent-child relationship is more complex and changeable than the primary. These are visible at virtually increase the difficulty of the students’socialization. Acts to share the details can cultivate precisely on Children to the emergence of good social behavior. Therefore, the sharing behavior is an important part that the teachers should be concerned.
This paper analyzes the important effects that the sharing behavior have , not only for the individual growth of the contemporary middle school students, but also for the survival of there socialization. The paper also analyzes the deficient part that society, schools, junior high school did for the students’sharing behavior. Besides that, it also explores the training mode of the sharing behavior about the junior high school students’.
This article is divided into four parts. The first part describes the main purpose of this study; the second part, an overview of the meaning of sharing and research about it; the third part combine the questionnaires and interviews to explore the sharing behaviors of middle school students and factors of there acts; the last part quests for the training mode of sharing behavior.
本文分析了良好的分享行为对于当代初中生个体成长、社会生存的重要意义,针对当前初中生分享行为现状中存在的问题进行了深入剖析,探讨了社会、学校、家庭在初中生分享行为培养中的欠缺与不足,并对在学校范畴内培养初中生分享行为做了一定的探索。
本文分为四个部分。第一部分是研究缘起,主要描述了本研究的起义;第二部分概述了分享行为的内涵及研究现状;第三部分结合问卷及访谈探讨初中生分享行为现状及分享行为影响因素;第四部分针对初中生群体现状,探索了初中生分享行为的学校培养模式。
Sharing behavior is an important part of individual prosocial behavior. It is conducive to the mental and moral development of Young People. It’s also beneficial to the mature outlook on there lives. The formation of values will help them better meet the social environment, thereby creating conducive to the social conditions of human development. Junior high school students in contemporary Chinese society are the vast majority of the one-child groups, they showed a lot of psychological eccentric behavior. When they are in the face of questions and confusion,they’d just to explore their own, and do not want or do not know to share with the people; in the face of a conflict of interest, the first thought is how to make their own immediate interests rather than to maximize how many do win. In addition, the thinking ability of the junior high school students has entered a new phase, there has been "talk" and "closed" ambivalence, interpersonal relationships, parent-child relationship is more complex and changeable than the primary. These are visible at virtually increase the difficulty of the students’socialization. Acts to share the details can cultivate precisely on Children to the emergence of good social behavior. Therefore, the sharing behavior is an important part that the teachers should be concerned.
This paper analyzes the important effects that the sharing behavior have , not only for the individual growth of the contemporary middle school students, but also for the survival of there socialization. The paper also analyzes the deficient part that society, schools, junior high school did for the students’sharing behavior. Besides that, it also explores the training mode of the sharing behavior about the junior high school students’.
This article is divided into four parts. The first part describes the main purpose of this study; the second part, an overview of the meaning of sharing and research about it; the third part combine the questionnaires and interviews to explore the sharing behaviors of middle school students and factors of there acts; the last part quests for the training mode of sharing behavior.
引文
[1] Krebs D,Hesteren F V. The Development of Aitruism: Toward an Intergrative Mode[J]. Development Review, 1995,14:103-158.
[1] (美)威尔逊著.新的综合—社会生物学[M] .李昆峰编译.成都:四川人民出版社,1985.149
[2]宁宏宇译.人类利他行为探秘[J] .世界科学,2002, (2):47-48
[1]侯积良.亲社会行为研究的几种理论[J].心理科学通讯,1990 (4):71-75
[2] Schwartz. S.H,Howard.J.A. Helping and Cooperation: A Self-Based Motivational Model.ln: Derlega.V.J, Grzelak.J,ed. Cooperation and Helping Behavior:Theories and Resrarch[M].New York:Academic press Co,1982.348
[3]郭兰,张建平.论影响亲社会行为的两个主要因素[J].兵团教育学院学报,2001,11(2):60一62
[4] Bandula.A.Social Learning Theory,2nd[M].Englewood Cliffs, NJ:Prentice Hail,1977.429
[1] Eisenberg &Paul Mussen. The Roots of Prosocial Behavior in Children[M]. Cambriage University Press,1989.150-159
[2]王美芳,庞维国.艾森伯格的亲社会行为理论模式[J].心理学动态,1999,25(4):36-41
[3] Nancy Eisenberg-berg.The Development of Children’s Prosocial Moral Judgement[J].Developmental Psychology,1979,1(2):128-137
[4]王美芳.艾森伯格的亲社会道德理论简介[J].心理学动态,1996,4(2):32-36
[1] Ugurel, Semin,R .Moral behavior and Moral Judgment of children[J]. Journal of Abnormal and Social Psychlolgy, 1952,47:463-474
[2]岑国祯,刘京海.5-11岁儿童分享观念发展研究[J].心理科学通讯,1988(2): 19-23
[3]王海梅,陈会昌,张光珍.4-6岁儿童对“偶得物品”和“拥有物品”的分享行为[J].心理发展与教育,2005(3):37-43
[1] William Damon. social and Personality Development[M]. W. W.Norton and Company. New York.Lonlond.1983.128-130.
[2]Moore,C&Barresi,J&Thompson,C. The cognitive basis of future-oriented prosocial behavior[J]. Social Development,1987,7(2):198-218.
[1] Michael Tracey, Mark A. Vonderembse, Jeen-Sun Lim, Manufacturing technology and strategy formulation: keys to enhancing competitiveness and improving performance[J] ,Journal of Operations Management 1999, 17: 411-428
[2]万增奎.当代中学生亲社会行为意向调查[J].现代教育科学,2005(2):27-29
[1]周芳名,李伟.影响独生子女亲社会行为的家庭因素研究[J].和田师范专科学校学报(汉文综合版),2008,28(1):51-52
[1]芦咏莉,董奇,邹泓.社会榜样、社会关系质量与青少年社会观念和社会行为关系的研究[J],心理发展与教育,1998(1):1-6
[1]李丹.影响儿童亲社会行为的因素的研究[J].心理科学,2000,23(3)
[2]李玉苹.青少年“亲社会行为”丧失的心理学思考[J].教学与管理,2002(2)
[1]陈会昌.分享和利他:中小学德育的重要内容[J].河南教育,2002(04) :18-19
[1]理查德·格里格,菲利普·津巴多.心理学与生活[M].北京:人民邮电出版社,2003:524
1.黄希庭.心理学导论[M],北京:人民教育出版社,2005
2.劳拉·E·贝克.儿童发展[M],南京:江苏教育出版社,2002
3.班华.心育论[M],合肥:安徽教育出版社,1994
4.张春兴.教育心理学[M],杭州:浙江教育出版社,2002
5.联合国教科文组织,国际教育发展委员会.《学会生存-教育世界的今天和明天》[M],北京:教育科学出版社,1997.
6.(美)威尔逊著.新的综合—社会生物学[M] .李昆峰编译.成都:四川人民出版社,1985
7.章志光.《社会心理学》[M].北京:人民教育出版社,2001
8.理查德·格里格,菲利普·津巴多.心理学与生活[M].北京:人民邮电出版社,2003.
9.张文新.儿童社会性发展[M]北京:北京师范大学出版社,1999.
10.沈贵鹏.心理教育活动论[M].北京:高等教育出版社,2005.
11.陈家麟.学校心理健康教育——原理与操作[M].北京:教育科学出版社,2002.
12.陈会昌.道德发展心理学[M].合肥:安徽教育出版社,2004.
13.俞国良,辛自强.社会性发展心理学[M].合肥:安徽教育出版社,2004.
14.时蓉华.社会心理学[M].杭州:浙江教育出版社,1998.
15.Schwartz. S.H,Howard.J.A. Helping and Cooperation: A Self-Based Motivational Model.ln: Derlega.V.J, Grzelak.J,ed. ZCooperation and Helping Behavior:Theories and Resrarch[M].New York:Academic press Co,1982.348
16.Bandula.A.Social Learning Theory,2nd[M].Englewood Cliffs, NJ:Prentice Hail,1977.429
17.Eisenberg &Paul Mussen. The Roots of Prosocial Behavior in Children[M]. Cambriage University Press,1989.150-159
18.William Damon. social and Personality Development[M]. W. W.Norton and Company. New York.Lonlond.1983.128-130
1.宁宏宇译.人类利他行为探秘[J] .世界科学,2002, (2):47-48
2.侯积良.亲社会行为研究的几种理论[J].心理科学通讯,1990,(4):71-75
3.郭兰,张建平.论影响亲社会行为的两个主要因素[J].兵团教育学院学报,2001,11(2)
4.王美芳,庞维国.艾森伯格的亲社会行为理论模式[J].心理学动态,1999,25(4):36-41
5.王美芳.艾森伯格的亲社会道德理论简介[J].心理学动态,1996,4(2):32-36
6.岑国祯,刘京海.5-11岁儿童分享观念发展研究.心理科学通讯,1988(2):19-23
7.王海梅,陈会昌,张光珍.4-6岁儿童对“偶得物品”和“拥有物品”的分享行为,心理发展与教育,2005(3):37-43
8.谭亚莉.“反社会心理行为”的生成因素分析[J].天府新论,2005,(2)
9.万增奎.当代中学生亲社会行为意向调查[J].现代教育科学,2005(2):27-29
10.周芳名李伟.影响独生子女亲社会行为的家庭因素研究[J].和田师范专科学校学报(汉文综合版),2008,28(1):51-52
11.芦咏莉、董奇、邹泓,社会榜样、社会关系质量与青少年社会观念和社会行为关系的研究[J],心理发展与教育,1998(1):1-6
12.李丹.影响儿童亲社会行为的因素的研究[J].心理科学,2000,23(3)
13.李玉苹.青少年“亲社会行为”丧失的心理学思考[J].教学与管理,2002(2)
14.陈会昌.分享和利他:中小学德育的重要内容[J].河南教育,2002(04) :18-19
15.王海梅,陈会昌,谷传华.关于儿童分享的研究述评[J] .心理科学进展,2004,12(1)
16.沈贵鹏.试论心理教育目标的厘定[J] .当代教育科学,203年第11期
17.沈贵鹏.五种心理教育模式探析[J] .教育科学研究,2004(05)
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19.Krebs D,Hesteren F V. The Development of Aitruism: Toward an Intergrative Mode[J]. Development Review, 1995,14:103-158.
20. Nancy Eisenberg-berg.The Development of Children’s Prosocial Moral Judgement[J].Developmental Psychology,1979,1(2):128-137
21.Ugurel, Semin,R .Moral behavior and Moral Judgment of children[J]. Journal of Abnormal and Social Psychlolgy, 1952,47:463-474
22.Moore,C&Barresi,J&Thompson,C. The cognitive basis of future-oriented prosocial behavior[J]. Social Development,1987,7(2):198-218.
23. Michael Tracey, Mark A. Vonderembse, Jeen-Sun Lim, Manufacturing technology and strategy formulation: keys to enhancing competitiveness and improving performance[J] ,Journal of Operations Management 1999, 17: 411-428
1.张宇.初中生亲社会行为影响因素及学校培养策略研究[D]:[硕士学位论文].长春:东北师范大学教育管理,2007
2.任萍.基于理性行为理论的销售人员隐形知识分享行为的实证研究[D]:[硕士学位论文].重庆:重庆大学企业管理,2007
3.杨志强.初中生亲社会行为动机现状分析[D]:[硕士学位论文].南京:南京师范大学发展与教育心理学,2004
4.廖全明.不同训练方法对小学生分享行为影响的实验研究[D]:[硕士学位论文].昆明:云南师范大学,2004
5.杨爱莲.4-7岁儿童在冲突情境下分享行为的研究[D]:[硕士学位论文].天津:天津师范大学,2004
[1] (美)威尔逊著.新的综合—社会生物学[M] .李昆峰编译.成都:四川人民出版社,1985.149
[2]宁宏宇译.人类利他行为探秘[J] .世界科学,2002, (2):47-48
[1]侯积良.亲社会行为研究的几种理论[J].心理科学通讯,1990 (4):71-75
[2] Schwartz. S.H,Howard.J.A. Helping and Cooperation: A Self-Based Motivational Model.ln: Derlega.V.J, Grzelak.J,ed. Cooperation and Helping Behavior:Theories and Resrarch[M].New York:Academic press Co,1982.348
[3]郭兰,张建平.论影响亲社会行为的两个主要因素[J].兵团教育学院学报,2001,11(2):60一62
[4] Bandula.A.Social Learning Theory,2nd[M].Englewood Cliffs, NJ:Prentice Hail,1977.429
[1] Eisenberg &Paul Mussen. The Roots of Prosocial Behavior in Children[M]. Cambriage University Press,1989.150-159
[2]王美芳,庞维国.艾森伯格的亲社会行为理论模式[J].心理学动态,1999,25(4):36-41
[3] Nancy Eisenberg-berg.The Development of Children’s Prosocial Moral Judgement[J].Developmental Psychology,1979,1(2):128-137
[4]王美芳.艾森伯格的亲社会道德理论简介[J].心理学动态,1996,4(2):32-36
[1] Ugurel, Semin,R .Moral behavior and Moral Judgment of children[J]. Journal of Abnormal and Social Psychlolgy, 1952,47:463-474
[2]岑国祯,刘京海.5-11岁儿童分享观念发展研究[J].心理科学通讯,1988(2): 19-23
[3]王海梅,陈会昌,张光珍.4-6岁儿童对“偶得物品”和“拥有物品”的分享行为[J].心理发展与教育,2005(3):37-43
[1] William Damon. social and Personality Development[M]. W. W.Norton and Company. New York.Lonlond.1983.128-130.
[2]Moore,C&Barresi,J&Thompson,C. The cognitive basis of future-oriented prosocial behavior[J]. Social Development,1987,7(2):198-218.
[1] Michael Tracey, Mark A. Vonderembse, Jeen-Sun Lim, Manufacturing technology and strategy formulation: keys to enhancing competitiveness and improving performance[J] ,Journal of Operations Management 1999, 17: 411-428
[2]万增奎.当代中学生亲社会行为意向调查[J].现代教育科学,2005(2):27-29
[1]周芳名,李伟.影响独生子女亲社会行为的家庭因素研究[J].和田师范专科学校学报(汉文综合版),2008,28(1):51-52
[1]芦咏莉,董奇,邹泓.社会榜样、社会关系质量与青少年社会观念和社会行为关系的研究[J],心理发展与教育,1998(1):1-6
[1]李丹.影响儿童亲社会行为的因素的研究[J].心理科学,2000,23(3)
[2]李玉苹.青少年“亲社会行为”丧失的心理学思考[J].教学与管理,2002(2)
[1]陈会昌.分享和利他:中小学德育的重要内容[J].河南教育,2002(04) :18-19
[1]理查德·格里格,菲利普·津巴多.心理学与生活[M].北京:人民邮电出版社,2003:524
1.黄希庭.心理学导论[M],北京:人民教育出版社,2005
2.劳拉·E·贝克.儿童发展[M],南京:江苏教育出版社,2002
3.班华.心育论[M],合肥:安徽教育出版社,1994
4.张春兴.教育心理学[M],杭州:浙江教育出版社,2002
5.联合国教科文组织,国际教育发展委员会.《学会生存-教育世界的今天和明天》[M],北京:教育科学出版社,1997.
6.(美)威尔逊著.新的综合—社会生物学[M] .李昆峰编译.成都:四川人民出版社,1985
7.章志光.《社会心理学》[M].北京:人民教育出版社,2001
8.理查德·格里格,菲利普·津巴多.心理学与生活[M].北京:人民邮电出版社,2003.
9.张文新.儿童社会性发展[M]北京:北京师范大学出版社,1999.
10.沈贵鹏.心理教育活动论[M].北京:高等教育出版社,2005.
11.陈家麟.学校心理健康教育——原理与操作[M].北京:教育科学出版社,2002.
12.陈会昌.道德发展心理学[M].合肥:安徽教育出版社,2004.
13.俞国良,辛自强.社会性发展心理学[M].合肥:安徽教育出版社,2004.
14.时蓉华.社会心理学[M].杭州:浙江教育出版社,1998.
15.Schwartz. S.H,Howard.J.A. Helping and Cooperation: A Self-Based Motivational Model.ln: Derlega.V.J, Grzelak.J,ed. ZCooperation and Helping Behavior:Theories and Resrarch[M].New York:Academic press Co,1982.348
16.Bandula.A.Social Learning Theory,2nd[M].Englewood Cliffs, NJ:Prentice Hail,1977.429
17.Eisenberg &Paul Mussen. The Roots of Prosocial Behavior in Children[M]. Cambriage University Press,1989.150-159
18.William Damon. social and Personality Development[M]. W. W.Norton and Company. New York.Lonlond.1983.128-130
1.宁宏宇译.人类利他行为探秘[J] .世界科学,2002, (2):47-48
2.侯积良.亲社会行为研究的几种理论[J].心理科学通讯,1990,(4):71-75
3.郭兰,张建平.论影响亲社会行为的两个主要因素[J].兵团教育学院学报,2001,11(2)
4.王美芳,庞维国.艾森伯格的亲社会行为理论模式[J].心理学动态,1999,25(4):36-41
5.王美芳.艾森伯格的亲社会道德理论简介[J].心理学动态,1996,4(2):32-36
6.岑国祯,刘京海.5-11岁儿童分享观念发展研究.心理科学通讯,1988(2):19-23
7.王海梅,陈会昌,张光珍.4-6岁儿童对“偶得物品”和“拥有物品”的分享行为,心理发展与教育,2005(3):37-43
8.谭亚莉.“反社会心理行为”的生成因素分析[J].天府新论,2005,(2)
9.万增奎.当代中学生亲社会行为意向调查[J].现代教育科学,2005(2):27-29
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