The Effect Of Brush Calligraphy Exercises On The Mental Health Of Primary School Students In Grades 3-4

Diathesis education is a basic educational theory that guide our country's education practice,and it is essential to improve the development of students' diathesis in all aspects.Psychological health diathesis,a part of Psychological diathesis,is a intrinsic and relatively stable diathesis formed under the interaction of genetic and environmental factors(including education).This diathesis affects or decides individual psychology and behavior,and then affects individual psychological health status.Chinese calligraphy,a traditional and distinctive art,has been considered to have a close relationship with individual psychological development for a long time,however,it is still not clear whether calligraphy has an effect on the development of individual psychological health diathesis.Therefore,this study attempts to explore the effect of calligraphy on psychological health diathesis of grade-three elementary school students,and which kind of Chinese calligraphy education is more effective to improve elementary school students' Psychological health diathesis,in order to further enrich the research contents in this field and provide a psychology basis for cultivating students' psychological health diathesis more effectively in education practice.Study 1:A nine-month longitudinal study was used on 72 grade-three elementary school students to verify whether calligraphy has a significant effect on elementary school students'psychological health diathesis,and all students are 8-10 years old.normal intelligence,no obvious mental defects,no calligraphy experience before this study.The psychological health diathesis scale for elementary school students was used as a tool in our study,which includes three subscales:cognition dimension scale,personality dimension scale,and adaptation dimension scale.Cognition dimension concludes Meta cognition and creativity.Personality dimension concludes ambition,self-confidence,self-control,independence,and optimism.Adaptation dimension concludes interpersonal adaptation,emotional adaptation,social adaptation and learning adaptation.Procedure:all subjects were equally distributed into the experiment group and the control group(experiment group:36,control group:36)and filled the psychological health diathesis scale for elementary school students first,and then subjects in the experiment group were asked to practice regular script calligraphy with a Chinese writing brush,in contrast,subjects in the control group were asked to practice writing in printing form with a pen.The meaning of characters in the practice materials used in experiment group is the same as that of the control group.All subjects spent 125 minutes every week in completing the experiment task,45 minutes' practice in calligraphy class under the guidance of a teacher and 20 minutes' practice by themselves every noon from Monday to Thursday.At the end of this study,all subjects were asked to fill the psychological health diathesis scale for elementary school students again.Ultimately,all data was inputted into spss 17.0 for repeated measures analysis of variance.The results show that:(1)the effect of calligraphy is significant on psychological health diathesis(p<0.01);(2)the effect of calligraphy is significant on cognition dimension and personality dimension(p<0.01);(3)the effect of calligraphy is significant on creativity(p<0.01),and the effect of calligraphy is significant on ambition,self-confidence,independence,social adaptation(p<0.05).Based on the above results,a conclusion could be drawn that calligraphy has a positive effect on the development of psychological health diathesis of grade-three elementary school students.Study 2:A nine-month longitudinal study was used on 124 grade-four elementary school students to explore which kind of calligraphy education(guidance or no guidance;feedback or no feedback)is more effective to improve elementary school students' psychological health diathesis,and all students are 9-11 years old,normal intelligence,no obvious mental defects,all students have a semester calligraphy experience before this study.The psychological health diathesis scale for elementary school students was used as a tool in our study,which includes three subscales:cognition dimension scale,personality dimension scale,and adaptation dimension scale.All subjects were equally distributed into four experiment groups and the control group and filled the psychological health diathesis scale for elementary school students first.subjects in the first experiment group were asked to practice regular script calligraphy with a Chinese writing brush in the guidance of their teacher,besides,everyone in this group were asked to submit a piece of calligraphy homework to the teacher for a feedback.Subjects in the second experiment group were asked to practice writing regular script calligraphy with a Chinese writing brush in the guidance of their teacher,however,there was no need for the students in this group to submit calligraphy homework.The third experiment group practiced regular script calligraphy with a Chinese writing brush independently,and were asked to submit a piece of calligraphy homework to their teacher for a feedback.The forth group practiced regular script calligraphy with a Chinese writing brush independently and there was no need for the students in this group to submit calligraphy homework.All subjects spent 125 minutes every week in completing the experiment task,45 minutes' practice in calligraphy class under the guidance of a teacher and 20 minutes' practice by themselves every noon from Monday to Thursday.At the end of this study,all subjects were asked to fill the psychological health diathesis scale for elementary school students again.Ultimately,all data was inputted into spss 17.0 for repeated measures analysis of variance.The results show that:(1)the main effect of guidance in calligraphy is significant on the development of grade-four elementary school students'psychological health diathesis(p<0.05);the main effect of feedback in calligraphy is significant on the development of grade-four elementary school students' psychological health diathesis(p<0.01);the interaction effect between guidance and feedback is not significant.(2)the main effect of guidance in calligraphy is significant on the development of grade-four elementary school students' adaptation dimension(p<0.05),especially learning adaptation(p<0.05);the main effect of feedback in calligraphy is significant on the development of grade-four elementary school students'personality dimension(p<0.01),especially independence(p<0.05).Based on the above results,a conclusion could be drawn that:calligraphy practice with a guidance is more effective to improve grade-four elementary school students' psychological health diathesis;calligraphy practice with a guidance is more effective to improve grade-four elementary school students' psychological health diathesis.Above all,calligraphy has a positive effect on the development of elementary school students'psychological health diathesis,and guidance and feedback of a teacher will make this effect more significant in our education practice.