The Characteristics And The Cultivating Strategies Related To The Development Of Moral Judgement For Children From Age 7 To 9

In the era of multiculturalism and multiple values,children’s moral education have been faced enormous challenges.Basically,the core of children’s moral education is to promote children’s moral wisdom,The key to children’s moral education lies in the promotion of children’s moral wisdom,and the expression of moral wisdom lies in the ability of moral judgement.At present,China’s moral education ignores the characteristics and rules of children’s moral development,Neglect of children’s subjective position and equal dialogue in moral judgment.This study focuses on the characteristics of children’s moral judgments,the idea of cultivating children’s moral judgment ability,and the ways of cultivating children’s moral judgment ability.Based on the theory of moral philosophy,the theory of moral development and the idea of "free-spirited education",the study have surveyed the moral judgment ability of children aged 7 to 9 years by using Piaget’s dual story method,and then,understanding children’s development characteristics and trends in moral judgment.At last,it puts forward the ideas and specific approaches for cultivating children’s moral judgment ability.The first chapter describes the theoretical basis and research design of the study.First,it explains the moral psychology foundation of this study,and analyzes the moral development theory of Piaget and Kolberg.Secondly,it explains the moral philosophy foundation of this study,analyzes the structure of moral judgement and the characteristics of moral judgement ability.Third,explains the theoretical basis of the pedagogy in this study,analyzes the " free-spirited education" concept.The above three theories provide theoretical guidance for the study.In terms of research and design,the following aspects were elaborated: research hypothesis,research object selection,research method,and research material.The second chapter presents and analyzes the results of the research by testing the dual story method.It mainly presents and analyzes the judging results and characteristics of children aged from7 to 9 in five kinds of moral issues such as responsibility attribution,fair punishment,collective responsibility and individual responsibility,lying questions,and gender-related erroneous issues.The study found that in the question of attribution of responsibility,children initially had subjective responsibility judgment ability from the age of 7;In the issue of fair punishment,children between the ages of 7 and 9 are gradually moving from a judgment of acrimonious punishment to a judgment of rewarding punishment;In the issues of individual responsibility and collective responsibility,there is a clear trend toward the blurring of responsible subjects.In the question of lying,children’s moral judgments show a trend of self-discipline from heteronomy.In the issue of mistakes committed by different genders,7-year-old children are vulnerable to traditional gender expectations and children aged 8-9 are not affected by gender.Based on the above results and related analysis,the study concludes that children’s moral judgments are staged and present the following characteristics and trends:In the aspect of moral identification,children’s moral identification ability presents characteristics of instability from volatility;In terms of moral evaluation ability,children’s moral evaluation criteria are from one-way obedience to authority to autonomous analysis.In terms of moral critique ability,children’s moral critique is based on the intuition of sensitivity to abstract rationality.These characteristics provide a factual basis for the construction of a training approach for children’s moral judgment.The third chapter mainly discusses the strategies to cultivate children’s moral judgment ability.Based on the concept of " free-spirited education" and the development of children’s moral judgments,it is believed that the basic of improving children’s moral judgment ability lies in providing reasonable external ethical problem situations and inspiring children’s moral thinking.In terms of specific methods,we should build an excellent campus moral culture,use life events,and organize collective activities to promote the development of children’s moral discriminating ability in the return to life world.Second,organize teaching games,create competitions for Brainstorming of moral problem,and moral performance activities to promote the development of children’s moral evaluation capabilities.Thirdly,it emphasizes thinking and discussion,constructs the environment and mechanism for group discussion,stimulates children’s moral speculation and imagination through children’s moral self-narrating methods,and promotes the development of children’s moral critique.