Developmental Study Of 3-8 Grade Students' "Cheng Xin" Concept-understanding And Situation-response

"Cheng Xin", the moral development is a significant research subject under the current time background. The research on students' value orientation of "Cheng Xin" constitutes one of the important research contents in areas of adolescent development. The famous moral development theories as well as the self-development theories inspire that the students' meaning understanding and value orientation of "Cheng Xin" possibly has some developmental trend.Based on the foundation of theory deduction and interview investigations, we have formed a series research on the subject of "Cheng Xin" development, including three testing items, "concept meaning choice", "the value evaluation", as well as "the situation projection response". We set four aspects," honest", "credit", "sincere", "congruence" to explore students' understanding of "Cheng Xin" value. 549 students from grade 3 to grade 8 participated this study. In addition, this study also discussed the correlation between relational-self and "Cheng Xin" concept meaning-making in order to explore the formation mechanism of "Cheng Xin" understanding development.The results indicate that: The participants' understanding of "Chen Xin" enriches day after day. Along with the grade ascending, the participants not only take the original meaning "honest and credit", but also start to pay great attention to the intrinsic in-depth meaning "sincere". Third, fourth, and fifth grade participants pay great attention to the meaning "honest". Sixth, seventh, and eighth grade participants pay great attention to the meaning "credit". Besides that, seventh and eighth grade participants start to pay great attention to the meaning of "to be sincere".Concerning of the grade characteristic, the academic achievement brings the pressure can affect the fifth grade participants' "to be honest" response in the related situations. The sixth grade participants score all good in the "credit" value evaluation and the situation responses. Fourth and seventh grades participants pay more significant attention to the interpersonal communication and get high scores in the "sincere" dimension test. Eighth grade participants not only pay great attention to others' mood feelings, but also start to pay great attention to be...