On The Condition, Reasons And Educational Suggestions Of Inconsistency Between Integrity Cognition And Integrity Behavior Of Chinese Lower Grades Students Of Elementary School

Integrity is a traditional virtue of China. Integrity education is an effective means to pass on virtue and relieve China of 'integrity crisis'. Resolving students' inconsistency between integrity cognition and integrity behavior is not only an important part of integrity education, but also the key of it. This dissertation is about how to resolve inconsistency between integrity cognition and integrity behavior of elementary school's lower grades students.Inconsistency between integrity cognition and integrity behavior is a kind of contradiction between students' integrity cognition and their corresponding integrity behavior in some concrete condition. Integrity is composed of being-honest and keeping-one's-word, two different but contacted virtues. So, the dissertation separately studies inconsistency between being-honest cognition and being-honest behavior and inconsistency between keeping-one's-word cognition and keeping-one's-word behavior.In order to know the integrity cognition condition of lower grades students of elementary school, the writer investigates the integrity cognition of some Dalian's lower grades students of elementary school. The dissertation sums up the developmental features of being-honest cognition and keeping-one's-word cognition of lower grades students of elementary school. In order to know the integrity behavior condition of lower grades students of elementary school, the writer analyses all kinds of being-honest and keeping-one's-word events of lower grades students of elementary school and shows students' being-honest and keeping-one's-word behavior features with the use of interview and quasi-experiment. Then, the writer gets the condition of inconsistency between integrity cognition and integrity behavior by comparing students' being-honest cognition and being-honest behavior and keeping-one's-word cognition and keeping-one's-word behavior.This dissertation presents the condition of inconsistency between integrity cognition and integrity behavior of lower grades students of elementary school by the way of its characters and types. This dissertation sums up characters of inconsistency between integrity cognition and integrity behavior of lower grades students of elementary school by the contrast of different dimensions' integrity cognition and integrity behavior. The features of inconsistency between integrity cognition and integrity behavior of lower grades students of elementary school are that parents' educational experiences don't obviously affect different dimensions' inconsistency between integrity cognition and integrity behavior of lower grades students of elementary school, boys and girls basically belong to the same inconsistency levels, most students of elementary school belong to low inconsistency between integrity cognition and integrity behavior, different dimensions' inconsistency are frequency dimension, profit dimension, event's restriction dimension and object dimension according to level' increase in the field of inconsistency between being-honest cognition and being-honest behavior, and different dimensions' inconsistency are event's restriction dimension, frequency dimension, object dimension and profit dimension according to level' increase in the field of inconsistency between keeping-one's-word cognition and keeping-one's-word behavior. This dissertation sums up characters of inconsistency between integrity cognition and integrity behavior of lower grades students of elementary school by analysis of its concentrating condition on the individual student. By the contrast of elementary school's lower grades students' being-honest cognition and being-honest behavior, the writer sorts the inconsistency between being-honest cognition and being-honest behavior into high level inconsistency, low level inconsistency, and zero inconsistency. By the contrast of elementary school's lower grades students' keeping-one's-word cognition and keeping-one's-word behavior, the writer sorts the inconsistency between keeping-one's-word cognition and keeping-one's-word behavior into low level inconsistency and zero inconsistency.Choosing some representatives from the tested students, the writer studies the reasons of inconsistency between being-honest cognition and being-honest behavior and inconsistency between keeping-one's-word cognition and keeping-one's-word behavior through interview. Through analysis, the writer concludes: being-honest cognition, being-honest school education, interpersonal communication circumstance of being-honest, and being-honest behavior lead to inconsistency between being-honest cognition and being-honest behavior; keeping-one's-word cognition, keeping-one's-word school education, interpersonal communication circumstance of keeping-one's-word, and keeping-one's-word behavior lead to inconsistency between keeping-one's-word cognition and keeping-one's-word behavior.According to reasons of students' inconsistency between being-honest cognition and being-honest behavior, the writer advances three educational suggestions to accelerate the transform from elementary school's lower grades students' being-honest cognition into being-honest behavior. The three educational suggestions are to promote students' being-honest cognition, train students' being-honest behavior, and establish good interpersonal communication circumstance of being-honest.According to reasons of students' inconsistency between keeping-one's-word cognition and keeping-one's-word behavior, the writer advances four educational suggestions to accelerate the transform from elementary school's lower grades students' keeping-one's-word cognition into keeping-one's-word behavior. The four educational suggestions are to promote students' keeping-one's-word cognition, help students make proper promises, train students' keeping-one's-word behavior, and establish good interpersonal communication circumstance of keeping-one's-word.