道德教育是我国学校课程体系中的重要内容。为提升德育的实际教学效果,本研究提出用具身表演剧本课代替传统讲授教学,探究加大身体参与程度是否可以提升德育教学效果,促进儿童道德水平发展。以某小学四年级学生为实验对象,对其道德判断...道德教育是我国学校课程体系中的重要内容。为提升德育的实际教学效果,本研究提出用具身表演剧本课代替传统讲授教学,探究加大身体参与程度是否可以提升德育教学效果,促进儿童道德水平发展。以某小学四年级学生为实验对象,对其道德判断水平进行问卷测量,并开展为期两周准实验研究,分析前后测数据得出结果:实验组中,学习态度及行为举止规范性在前后测两阶段中有显著性差异,在道德行为测查的各个维度中无显著差异;在对照组中,学习态度及行为举止规范性在前后测两阶段中并无显著性差异,但在道德行为测查的遵守纪律,勤奋学习维度上表现出显著差异。本研究进一步充实了具身道德的理论研究成果,为道德的具身性提供了更多证据,同时进一步促进德育教学的身心并重、知行合一。Moral education is an important part of the curriculum in Chinese schools. In order to enhance the practical teaching effect of moral education, this study proposes replacing traditional lecture teaching with embodied performance script classes to explore whether increasing physical involvement can enhance the teaching effect of moral education and promote the development of children’s moral level. The study takes a group of Grade 4 students from a certain primary school as the experimental subjects and measures their moral judgment levels using a questionnaire. A quasi-experimental study lasting two weeks is conducted to analyze the data from the pre-test and post-test and the results show that in the experimental group, there are significant differences in learning attitude and behavioral norm compliance in the two stages of the pre-test and post-test, but no significant differences in the dimensions of moral behavior. In the control group, there are no significant differences in learning attitude and behavioral norm compliance in the two stages of the pre-test and post-test, but there are significant differe展开更多
文摘道德教育是我国学校课程体系中的重要内容。为提升德育的实际教学效果,本研究提出用具身表演剧本课代替传统讲授教学,探究加大身体参与程度是否可以提升德育教学效果,促进儿童道德水平发展。以某小学四年级学生为实验对象,对其道德判断水平进行问卷测量,并开展为期两周准实验研究,分析前后测数据得出结果:实验组中,学习态度及行为举止规范性在前后测两阶段中有显著性差异,在道德行为测查的各个维度中无显著差异;在对照组中,学习态度及行为举止规范性在前后测两阶段中并无显著性差异,但在道德行为测查的遵守纪律,勤奋学习维度上表现出显著差异。本研究进一步充实了具身道德的理论研究成果,为道德的具身性提供了更多证据,同时进一步促进德育教学的身心并重、知行合一。Moral education is an important part of the curriculum in Chinese schools. In order to enhance the practical teaching effect of moral education, this study proposes replacing traditional lecture teaching with embodied performance script classes to explore whether increasing physical involvement can enhance the teaching effect of moral education and promote the development of children’s moral level. The study takes a group of Grade 4 students from a certain primary school as the experimental subjects and measures their moral judgment levels using a questionnaire. A quasi-experimental study lasting two weeks is conducted to analyze the data from the pre-test and post-test and the results show that in the experimental group, there are significant differences in learning attitude and behavioral norm compliance in the two stages of the pre-test and post-test, but no significant differences in the dimensions of moral behavior. In the control group, there are no significant differences in learning attitude and behavioral norm compliance in the two stages of the pre-test and post-test, but there are significant differe
