Research On The Characteristics Of Children's Moral Cognition And Judgment And Educational Strategies

Kohlberg's theory and practice strategy of moral cognition development stage is a classic in moral psychology and moral education theory since the second half of the 20th century.In the course of its development,it lacks emotional attention,cultural universality and gender,ethnicity.The question of bias and other aspects is constantly improving in questioning.This theory was introduced to China in the 1980s.Domestic scholar Li Boshu and others have done some confirmatory research.Although the conclusion is not completely consistent with Kohlberg,the basic conclusion is applicable.So far,the theory of Chinese moral education is still applied.There is still a big impact in practice.After the reform and opening up,the Chinese society has undergone tremendous changes.Does the moral reasoning of Chinese children in the new era show new characteristics?Does the Kohlberg theory half a century ago still apply to the moral education of Chinese children today?With these questions,this study attempts to use the simplified "Lee stole food" dilemma to explore the status quo and characteristics of the moral cognitive judgment of children aged 10 to 18 in China.The background of the story is set to a famine period in the face of natural disasters,except for the rich and the grain,and Li De and others who have no food to save their lives.Interviewers questioned the respondents on "Lee should not steal food".Respondents need to choose between life and law,and finally observe the development characteristics of each respondent's moral cognition judgment,and conduct comparative analysis with Kohlberg's classical theory and relevant research conclusions at home and abroad.On this basis,the feasible strategy of improving the moral cognition ability of children in China is put forward.The participants in this study were 90 children between the ages of 10 and 18 who maintained a balanced number of subjects in grades and gender,taking into account urban and rural,family lifestyle and life satisfaction.The main finding of this study is that the development level of Chinese children's moral cognition does not necessarily increase with age.The key period of Chinese children's moral development is from the sixth grade to the first grade,the third grade to the first one.The key periods proposed by Kohlberg are basically coincident,and Chinese children reach different stages of age earlier than Kohlberg's theory.For the gender dimension that Kohlberg's theory is questioned,this study found that the level of moral cognition development of boys and girls is basically the same,consistent with the Kohlberg's conclusion.With regard to the dimension of this research,it can be found that the number of children in small towns who have reached the level of customary understanding of moral cognition is greater than that of large and medium-sized cities and rural children;children who live with their parents without ancestors are more likely to reach post-custom Level;the level of moral cognition of children who are very satisfied with life is more likely to develop to a higher stage.Based on the conclusions drawn from this study,the author suggests that moral education in China must first focus on guiding students to correctly understand "morality." Secondly,teachers should fully respect individual differences and balance age differences,gender differences,and cultural differences in specific practices.Finally,China's moral education should rationally use Kohlberg's moral discussion strategy and fair group strategy to make it fit the actual development of primary and secondary school students in China and enhance their moral cognitive judgment.