Research On The Recognition Of The Inconsisten Of Cognition And Behavior Of Integrity And Its Converting Node

Integrity is one of the important traditional virtues of China,and it is also an important part of the core socialist values.Although,in school moral education,integrity education takes an important position,the related research shows that the effectiveness of the Integrity education is not satisfactory,and the key problem is the phenomenon of the inconsistent between cognition and behavior of Integrity of students.On the base of the previous research,this dissertation takes the inconsistent between cognition and behavior of Integrity of students and the converting node of cognition and behavior of Integrity of students as theme,and makes efforts to solve the recognition and characters of the inconsistent between cognition and behavior of Integrity of students and whether there is a converting node in cognition and behavior of Integrity of students,and how to identify the signs of the converting node and how to transform the student who is in the converting node by theoretical analysis and empirical research,and develops suggestions that how school can do for the students.Inconsistency of cognition and behavior of Integrity refers to one who have higher development level of cognitive of Integrity not frequently demonstrated behavior during intercourse and corresponding to characterize the contradiction between his or her cognition and the credibility.The converting node of cognition and behavior of Integrity refers to individual students who have certain physical and mental maturity level as understructure,take a apparent phase of node that the converting of cognition and behavior of Integrity which caused by Integrity education.The converting node of cognition and behavior of Integrity have three features,such as concealment,individual difference and educability.The author randomly selected some three grade students of a primary school in Jinan as the subjects for this thesis.In order to know the development level of the cognition of Integrity of students,the author carried out the questionnaire survey and summarized the characteristics of the development of the cognition of Integrity of the primary school students from the results of the questionnaire survey.In order to know the status of behavior of Integrity of students,the author uses field research,Social Network Analysis and situational experiment method for investigation,and through the analysis of these survey results,the author summed up the characteristics of behavior of Integrity of the primary school students.And then through the assignment and comparison of cognition and behavior of Integrity to know the situation of the students' conflict of Integrity.Through the anal ysis,i t was found that the inconsistency of cognition and behavior of Integrity actually can be classified as the "false" inconsistency of cognition and behavior of Integrity and the real inconsistency of cognition and behavior of Integrity,and this research concentration in solving the real one.Through the layer and layer peeling,the author finally got the four students with real "high cognition but low action" characteristics of the conflict of cognition and behavior of Integrity as typical subjects,which,with the two subjects of the conflict of cognition and behavior of Honest and the other two subjects of the conflict of cognition and behavior of keeping-one' s-word.Based on this,the author makes a re-observation and re-interview on the students who are typical subjects.In the same situation,the typical subjects did not show the integrity are recorded,and in-depth structural interviews.The author found that the factors that hinder the primary school students to realize the unity of knowledge and practice in good faith communication situation include three aspects:first,the internal and external monitoring factors,the second is the orientation factors of integrity behavior,and the third factor is interpersonal relationship.On this basis,In the author's opinion,for a higher credit level of cognitive development of students,when he/she is in real integrity exchanges environment and facing the real ity of integrity,in by the above three factors lower development level at one end of the influence to make non faith behavior or decision has been made non faith behavior decision but did not practice it,as a token of the integrity cognition conflict transform node.Educators provide appropriate help to students who are in good faith and knowledge in the conversion of the line,to effectively solve the problem of the students' honesty and integrity.This paper studies that the honesty and credit education of primary school in China in the knowledge transfer the existing problems include two aspects:no correctly identify the honesty of primary school students knowledge and behavior conflict;realize students integrity for conflict transformation path not to get the knack.Based on the aforementioned achievements,this thesis that in order to promote the honesty of primary school students,positive comments to conversion,should improve teachers' recognition of pupils on the integrity cognition conflict and switching nodes,should be on the integrity cognition conflict pupils were for the individualized education.We should pay attention to cultivate students' internal and external control factors,behavior objective orientation factor and interpersonal relationship factor.