School of Basic Medical Sciences, Shanghai University of Traditional Chinese Medicine.
School of Psychology, Nanjing Normal University.
J Soc Psychol. 2024 Sep 2;164(5):622-639. doi: 10.1080/00224545.2022.2140642. Epub 2022 Nov 4.
Using original texts of Confucian and Taoist primary classics as materials, we conducted an eight-week educational intervention experiment combining classroom teaching and post-class reflection as cultural manipulation. Ninety-four sixth-grade students from three parallel mainstream classes were randomly assigned to three intervention groups, comprising two experimental groups (Confucian and Taoist values interventions) and a control group (natural science intervention). The results suggest that the Confucian intervention had a positive effect on interdependent self and holistic thinking, the Taoist intervention had a positive effect on independent self and holistic thinking, and the natural science intervention promoted analytical thinking.
以儒家和道家初级经典的原文为材料，我们进行了一项为期八周的教育干预实验，将课堂教学和课后反思相结合作为文化干预手段。从三所平行的主流学校中随机抽取了 94 名六年级学生，将他们分为三组干预组，包括两个实验组（儒家价值观干预组和道家价值观干预组）和一个对照组（自然科学干预组）。结果表明，儒家干预对相互依存的自我和整体思维有积极影响，道家干预对独立自我和整体思维有积极影响，而自然科学干预则促进了分析思维。
