Research On The Cultivation Of Healthy Personality Of 6-12 Year Old Primary School Students

At the primary school level, children begin to receive formal schooling systematically and the development of a good personality during this period has a positive effect on the future learning, life and work (Poropat, 2009; Rauthmann, Sherman, Nave, & Funder, 2015;Spinath, Freudenthaler, & Neubauer, 2010). In addition, General Secretary Xi Jinping delivered an important speech which emphasizes that the primary and secondary students should strive to have the spiritual purity, healthy personality and high moral character on Teachers' Day in 2016. Therefore, it is very necessary to cultivate the healthy development of students' personality. Based on the study of personality structure, development characteristics,influencing factors and existing problems of 6-12-year-old children, this study has carried on the cultivation of the healthy personality of primary school students. In the process of research, the goal system of healthy personality training for children was constructed and the training activity library was designed. The effects of questionnaire training, situation experiment and ERP were tested.Specific studies are as follows:Research 1: Constructing the goal system of the healthy personality training of primary school students. According to the personality structure of primary school students, the questionnaires of teachers and parents assessment of the goal of healthy personality training of primary school students were established. The 48 primary teachers and 863 parents were asked to sort 15 items according to children's present needs. After repeated measurement of variance analysis, this study integrated the results of parents and teachers, selected children's 10 characteristics which are the most urgent needs at this stage and ultimately determined the general goal of primary school students' healthy personality. Based on the general goal, the positive personality traits of the children in the elementary, middle and high grades are described by the parents and teachers and establishes the stage goal of the healthy personality development of the primary school students.Study 2: Designing the library of healthy personality training for primary school students.According to the relevant theory, based on the characteristics of the development of primary school students' personality, combining with the general goal and the goal of age, the paper selects the best carrier of the healthy personality training of primary school students, design and select the healthy personality training activities of primary school students.Study 3: Field experiment on the healthy personality development of primary school students. According to the personality training activities designed in Study 2, the development of pupils' personality was investigated by questionnaires and the situational test. The experiment was conducted in the first, third and fifth grade of primary school and the experiment was conducted for six months to test the effectiveness of personality cultivation activities.Study 4: An ERP study on the healthy personality development of primary school students. In this study, the self-control personality trait was used as the dependent variable and The Nogo-N2 and Nogo-p3 amplitudes were used to further test the validity of personality training in the healthy development of children's personality from the electrophysiological point of view, using the Go / Nogo paradigm.The main conclusions are as follows:Through the statistical analysis of the results of the sorting of personality traits sorted by teachers and parents, the general goal of primary school students' healthy personality development should be based on the typical positive personality traits which the teachers and the parents think most need to cultivate, namely conscientiousness, honesty and courtesy,exploration and innovation, optimism and cheerfulness, independence and enterprising spirit,good communication,planning and orderness,self-control, sympathy and help,emotional stability and harmonious development. After the qualitative and quantitative analysis of these 10 personality traits, this paper combines the characteristics of the development of primary school students'.personality with the current state guidelines on the mental health education of primary school students and constructs the goal of age of the healthy personality development of primary school students.The research based on group socialization theory,activity theory,positive psychology theory, the development of the critical period theory puts forward that the interactive experiential mental health activities can fully attract children's interest and attention which can make children internalize the positive personality in the activities so they can become the primary carrier of healthy personality training. At the same time, 60 personality training activities were selected as the independent variable of the healthy personality training experiment of primary school students based on the general goal and stage goal of healthy personality of primary students.Adopting the quasi-experimental design, using the methods of questionnaire assessment and situational test, the training field experiment was carried on in the first, third and fifth grade in primary school for the six-month. The post-test scores of five-dimensional personality of the primary school students were significantly higher than the pre-test, and the rate of personality development of the experimental class was higher than that of the contrastive class. The results show that the selected personality training activities effectively promote the development of primary school students personality. Whether the questionnaire or the situational test has reached a consistent result.The ERP study was conducted to examine the effectiveness of personality training activities from the electrophysiological point of view. The results showed that the mean amplitude of N2 and P3 in the experimental group was significantly lower than that of the pre-measured average in the post-test group but there was no significant change in the contrast class, which indicated that the personality training affected the brain reaction of the pupils to specific events. It confirmed the effectiveness of personality training activities.