A Study On The Effect Of Aesthetical Moral-Imagery Training On Pupil Moral Behavior

Moral education's actual effect embodies in improving students' moral behavior. But in the moral education practice model education improves morality cognitive level of children as a common moral method in primary and middle school, rather than bring the due behavior effect into play. We find the reason by means of literature analysis and investigation: (l)The external model image does not transform into vivid and lively moral imagery in the brain of children ;(2) children just try to memorize model mechanically, they don't experience model's emotion, and don't identify with model's morality in the heart.This study is established in deficiency of research at home and abroad and the problem of model education existed in moral education practice. On the basis of using fruit of correlative research for reference sufficiently, we brought forward the concept of Aesthetical Moral-Imagery Training (AMIT). Then we explored the effect mechanism of AMIT on moral behavior and constructed the teaching process and strategy of AMIT. Based on that, we put forward three experiment hypotheses: AMIT help to make children acquire vivid, lively and emotional moral imagery; AMIT help to promote children's moral behavior; level of moral imagery, especially emotionality of moral imagery is positive correlative with level of moral behavior. The 280 subjects of 9-12-year-old from the grade 4 and grade 5 of primary school were divided into three groups: group AMIT, group ES (explanation in speech) and group SM (see a movie) +ES. They all were given three tests before and after the experiment: inquire their level of moral imagery and level of moral cognition by questionnaire and survey their level of moral behavior by observation on the scene. The main conclusion was as follows:1. AMIT is more effective than ES and SM+ES in promoting the transformation from moral cognition to moral behavior for the students of grade 4 and 5 of primary school.2. SM+ES's effect on moral behavior of children of grade 4 and emotionality of moral behavior of children of grade 5 are insignificant.3. There is a significant positive correlation between level of moral imagery and level of moral behavior in general; liquidity, profundity and abundance of moral imagery experience has a high and significant positive correlation with level of moral behavior.4. AMIT helps to improve children's level of moral imagery effectively in grade 4 and grade 5 of primary school.5. AMIT is more effective than SM+ES in improving children's affectivity of moral imagery, and SM+ES has no significant effect on children's emotionality of moral behavior.6. ES has no positive impact on level of moral imagery and moral behavior for children of grade 4 and grade 5.7. AMIT improves level of moral cognition of children of grade 4, and ES is more effective than SM+ES in improving level of moral cognition of children in grade 5.On the foundation of experiment we discuss several problems as follows: change of AMIT in promoting children's moral behavior, effect of AMIT on primary school students' level of moral imagery, the relationship between emotionality of moral imagery and moral behavior and validity of putting AMIT into practice, and so on.The value of this study lies in the fact that: First, the probing of the concept and effect mechanism of AMIT is helpful to the theoretical construction of aesthetic education psychology, cognitive psychology and teaching of moral education psychology; Second; the construction of process and strategy of AMIT provide .valid teaching model of AMIT for moral education, especially model education, which has important social significance. Third, the research about change from moral cognition into moral behavior:helps to impel society developing harmoniously, individual developing fully and cultivating sanity personality. Four, the using of observation on the scene and grade orientation of behavior provides a methodological reference for the test of moral behavior.