Research On Moral Education And Evaluation Centering On Promoting Moral Judgment Of Adolescents

Moral judgment refers to people's evaluation of the good,evil,good and bad,right and wrong of a certain kind of behavior and making judgments or choices based on certain standards.People follow certain principles when making moral judgments,such as utilitarianism,deontology,and the Doctrine of Doing and Allowing(DDA)principles,etc.The DDA principle states that an action that actively does Harm is more immoral than an action that foresaw Harm without allowing Harm.Stage is an important rule of the development of moral judgment,and adolescent stage is an important critical period of development.At this stage,it is very necessary to follow the development rules of moral judgment of children and adolescents,carry out appropriate and personalized moral education,and conduct moral evaluation by scientific means,which will effectively promote the development of moral judgment of adolescents.Focusing on the core concept of care/harm,this study designed a moral dilemma story teaching plan with reference to the Konstanz moral dilemma discussion method,and designed a moral dilemma teaching plan with reference to the traditional moral education method.The two teaching plans were adopted for the moral education of discussion mode and teaching mode respectively.Educational evaluation uses two kinds of indicators,reflecting the character of moral judgment and reflecting the process of moral judgment.The trait of moral judgment was measured by the moral ability test.The score of C reflected the ability of moral judgment to make cognitive reasoning based on moral factors,namely cognitive trait.M1-M6 scores reflect the emotional level of the six moral stages in the theory of "Three Levels and Six Stages",namely,emotional traits.The eye movement task based on the principle of moral judgment was used to evaluate the cognitive processing of moral judgment,and the ratio of keystroke selection(making harm--allowing harm)index was extracted,which indicated the preference of making harm choice,reflecting the utilitarianism judgment result.The index of fixation time(making harm-permitting harm)refers to the fixation bias for making harm option,which reflects the cognitive processing degree of making harm option relative to the permitting harm option in the judgment process,and reflects the preference for utilitarian principles in the judgment process.The statistical analysis results showed that the C score,M1 score and M2 score increased significantly before and after the discussion.The scores of M1,M2 and M6 were significantly increased before and after teaching,and the scores of M4 were marginally significantly increased.In terms of moral judgment process indexes,the proportion of keystroke selection(doing harm-allowing harm)and fixation time(doing harm-allowing harm)of middle school students showed significant differences after discussion.After teaching,the proportion of keystroke selection(do damage-allow damage)and fixation time(do damage-allow damage)of students no longer show significant differences.The main conclusions of this study are as follows:(1)No matter the way of discussion or teaching,thematic education based on moral core concepts has a significant promoting effect on adolescents' emotions at pre-customary level(including punishment and obedience orientation stage and relative utilitarian orientation stage)in terms of moral judgment traits.(2)There is a separate effect between discussion style and teaching style on adolescents' moral judgment.On the characteristics of moral judgment,the discussion method can effectively improve the ability of moral judgment and reasoning,while the teaching method can effectively improve the level of moral emotion at higher stage(the law and order oriented stage and the principle or conscience oriented stage).In the process of moral judgment,the way of discussion promotes the judgment tendency of utilitarianism,while the way of teaching weakens it.The conclusion reminds us that discussing and lecturing the two teaching methods have complementary effects,which has profound enlightening significance for moral education under the background of quality-oriented education.Can be used to discuss in the future teaching and teaching cooperation teaching way,to help students build cognitive structure in teaching of teaching way,enhance the level of emotion and to discuss the teaching methods to help students consolidate cognitive structure,improve the cognitive ability,in order to achieve the effect of complementary advantages,bring out the best in each other,finally cultivate students the unity of moral quality.