The Exploration of College Students’ Honesty Education Curriculum System Constructing


College students are the builders and successors of the socialist cause, age and reality requires college students to become the high integrity quality group. Construction of college students’ honesty education curriculum system can help students establish good faith consciousness and improve their own quality. Education curriculum system construction is a system engineering, teaching content should be scientific, vivid, to be flexible and varied teaching methods, establish and form a complete set of classroom teaching practice teaching link, strengthening teaching management, scientific appraisal, the development of corpus function is needed while paying attention to the quality of teachers.

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Chen, G. and Sun, D. (2014) The Exploration of College Students’ Honesty Education Curriculum System Constructing. Creative Education, 5, 568-572. doi: 10.4236/ce.2014.58067.

1. Introduction

In recent years though the rapid development of China’s economy attracting the world’s attention, the legal system and moral system make people worry about that they cannot keep up with the pace of economic development (Costa Neto, 2004), so people in various industries, all levels are puzzled by the dishonest phenomena. The government issued “the citizen morals construction implement outline”, and puts forward “eight do’s and eight dont’s” as the core content of the “socialist concept of honor and disgrace” (Costa Neto & Carvalho, 2000), to strengthen the ideological and moral education of minors from the early 21st century, including the later related reports from the 17th National People’s Congress, all placed the honesty education in a very important position. Although college students credit status of the mainstream is still good, due to the influence of social environment and the lack of self-discipline, dishonest phenomenon still exists (Freire, 2002). College students are the builders and successors of the socialist cause (Grigoroudis & Siskos, 2002), age and reality requires college students to become high integrity quality group.

2. The Necessity of College Students’ Honesty Education Curriculum System Constructing

2.1. Help Students Establish Good Faith Consciousness

Honesty maintains the normal functioning of the market economy (Grigoroudis & Siskos, 2009), an important link between the modern society and school. Modern people should have more integrity quality. Ideological and political theory courses as the main channel for students’ ideological and political education are important for student’s scientific outlook on life (Harvey & Green, 1993), world outlook and values, and so has an irreplaceable role for the college student (Ham & Hayduk, 2003). In the process of forming a good student life, world outlook and values, we should strengthen students’ sense of integrity. But in the ideological and political theory course, they did not have the basic framework of integrity and devoted to education, but only briefly summarized in a chapter. This deterioration in the integrity of the current situation can only mean nothing to education. Therefore, thinning out the integrity of education and strengthen the integrity of the education of students becomes imperative. Students at the University are at the crucial stage of life, they have a strong resilience and ability to accept new things, and they hope goes out of the campus. The society filled with all kinds of ideas around them. Money worship, egoism, hedonism becomes the idea that they seek for. From elementary school to high school, they accept book knowledge until the university, and they were more in touch with some practices. It is susceptible to all kinds of unhealthy practices, and therefore we should strengthen the integrity of education for students, help them to form in the critical period good quality of integrity, and be an honest person.

2.2. Improve the Students’ Quality, Training Students’ Qualified and Comprehensive Talents for Our Country

The discretion of the contemporary college students’ quality decides the motherland’s future development speed and the position in the world (Harvey & Knight, 1996). It is said that “A person who having both ability and political integrity is the whole man”. A highly educated person of high intelligence may create a lot of economic value, but if he is low morale (Harvey & Williams, 2010), in front of a variety of interests, money worship, beggar-thy-neighbor behavior will followed, if all person act like that, good social order will soon be destroyed. As early as 2002, the Chinese academy of sciences published in “China’s sustainable development strategy report pointed out: because of lack of credit, with $1 in the world’s average conditions can do things, it costs $1.25 in our country.” So our country’s credit standing is far lower than the world average level, lacking of credit will inevitably lead to the lagging of economic development in China.

The discretion of the university student good faith quality directly affects the construction of social credit. Building the credit society, establish a perfect social credit system is the inevitable requirement of economic development to a certain stage, is also a necessary stage of building a harmonious socialist society. In cultural education of college students at the same time must accept the good moral education. Being “talented” become the backbone of the country.

3. Build College Students’ Honesty Education Curriculum System

3.1. Content Integrity Education Curriculum System Design Principles

First, the teaching content writing must comply with state laws and regulations (Hendry & Dean, 2002), and advocacy must around the national requirements in terms of ethics with the current actual situation of society to prepare for the contemporary college textbooks (Hutyra, 2005). When the social good faith’s ethic conform to the requirements of the social progress actively, The choice of education is given priority to with adaptation; When the social good faith’s ethic behind the requirement of social progress and become the obstacles of social development (Kim & Richarme, 2009), The choice of education is given priority to with beyond and criticism (Lee & Tai, 2008). Relevant national policies and regulations are often appeared after some unhealthy phenomenon or this kind of undesirable phenomenon has lead to serious consequences, it has certain hysteresis than reality (Koilias, Kostoglou, Garmpis, & Van der Heijden, 2011). So the good faith education content should be adapted to the actual situation of the country. Second, Avoid dogma, inflexible teaching content. Strengthen the innovation content. As a moral education course, theoretical knowledge is necessary. It should also be combined with era background, social environment, employment, career planning and other factors. Make teaching content more students’ actual joint, in order to avoid caused by cavitations, rigid student learning enthusiasm is not high. Teaching content system should include the economic integrity, academic integrity and network integrity, integrity, professional integrity, etc. College students’ honesty education content should continue to deepen and refine in order to make the good faith education content variety more comprehensive, more scientific and richer connotation. At the same time, the different credit education content should complement each other, constitute the system and exert the overall effect to enhance students’ scientific integrity education content.

3.2. Diversified Honesty Education

First, in the traditional Chinese education environment (Martensen, Grønholdt, Eskildsen, & Kristensen, 2000), lectures is a good way of course, but the student themselves should also take into consideration, blindly “cramming” indoctrination and perhaps would not achieve the desired effect of education (Shemwell, Yavas, & Bilgin, 1998). The classroom positions should be to expand to encourage students to speak in class. Second, we should encourage student to practice after class and advocate the practice teaching. Let the students understand honesty in practice. We can organize a series of educational activities to create a harmonious campus culture of integrity, honesty and allow students to gradually formed shameful psychology. Once you have a large environmental integrity constraints will inevitably play a role in bad faith of students. Integrity test before signed letter of commitment. Consciously abide by the test discipline. Don’t violate compasses don’t cheat. Once signed a labor agreement with the employer, we cannot unauthorize breach of contract and be responsible for the employer and our own school. In the above acts of bad faith, the teacher plays a leading role in guiding students to healthy path of integrity. Set up a corresponding credit rewards and punishment system, the reward must clear. The returning lost money and helpfulness students will be awarded. Each year named ambassador of integrity, honesty education related publicity. While attempting to establish the integrity examination room, the examination room has no invigilator teachers. The students without any discipline phenomenon form the room. Set strict examination room, candidates from the criminal record of disciplinary students. Through the establishment of these two examination room, the students feel proud of the integrity, the integrity of their own behavior to be recognized. Rigorous exam students will feel lost, because they are not to be trusted, so that some students psychologically feel embarrassed and then keep honesty. Of course, for cheating on exams, students who plagiarize should be severely punished.

3.3. Reasonable Construction of Practical Teaching System

Honesty is part of the ideological and political education (Lagrosen, Seyyed-Hashemi, & Leitner, 2004), just in case the deteriorating credit environment the college credit education is necessary to refine it to strengthen the education of students (Schertzer, C. B. & Schertzer, S. M. B., 2004). There is also the practical part of the ideological and political course, part of the summer social practice which is the extension of ideological. And political course of the summer social practice to the students to carry out a good platform for an enhanced knowledge. Credit Education should carry out social practices. The practice allows students to deepen their understanding and strengthen the integrity of their own self-discipline in respect of integrity. For freshmen, school should focus on education and established inspectors’ freshman team, the after-school supervision and discipline violations. While the establishment of teacher is assistant examiners, invigilators allow students to personally experience as a teacher invigilator role. Sophomore junior should pay attention to interpersonal honesty education; sophomore junior has no fresh feel. Many people are busy with various community organizations or part-time job, this process is the student exchanges most. Some students strive to become a community leader, in the absence of very grasp, using bribery and other improper means to seek positions in society, and some part-time students in order to make money, selling shoddy products to classmates. These students behavior serious violation to keep promises them integrity. For these situations, we should strengthen their interpersonal honesty education, so that they will learn that a person must have the quality of good faith. Finally, graduates should strengthen professional integrity education. Students refused to the job search process in a variety of academic fraud and the honorary title fraud, breach of contract while denying the phenomenon. Schools can contact the relevant units to establish the integrity of the educational practice base unit to let the students to internship units. Units have the real feelings of enterprise overall quality of students, what are the requirements for ethical and professional integrity, thus to strengthen cultural theory knowledge to improve their moral cultivation.

3.4. Honesty Education Curriculum Evaluation System

First, teachers evaluate students (Shrikanthan & Dalrymple, 2003). According to aspects of the student’s performance in the classroom (Shure, Jansen, & Harskamp, 2007), school and after-school discipline and the Understanding of good faith and action (Sureshchandar, Rajendran, & Anantharaman, 2002), etc. teachers found the students’ problems and suggest them for improvement. Teachers found their own problems based on student responses, thereby improving. Honesty education as a course exam is essential and comprehensive exams must combined students’ daily classroom performance, homework completion, etc. to make a score. To enable students to understand themselves in this course, they must learn how it works. Second, students evaluate teachers. Allow students to make an assessment in terms of the level lectures, lecture method, lectures, etc. Evaluate the results back to teachers, so that teachers know what areas do lack, what students need guidance so that to improve the level and quality of teaching. In fact, teaching evaluation process is a two-way feedback, feedback found each other through their mutual lack of improvement measures and then makes for the next step to pave the way for better propulsion.

4. Improve the Educational Effect

4.1. Improve the Quality of Teachers

Focus on the “persuasion”. The teacher plays an important role in the education of students of integrity, guidance, education. Teachers in the teaching content to grasp, teaching methods and classroom instructional design using a direct impact on other aspects of student lectures effects. Therefore, teachers need to have a strong theoretical foundation and verbal skills; teachers should continue to learn and strive to improve their own level, in conjunction with the historical background, the actual situation. Seizing the opportunity to let students interested in the topic, instead of empty, abrupt theory knowledge. Let the students to develop good quality in the infection and inspire. In the “teaching by example”, the teachers should set an example. The academic is not fake (Van Kemenade, Pupius, & Hardjono, 2008), life is not fraud, and always give students a good example and an exemplary role play and create school integrity atmosphere on. While teachers should be people-oriented, respect for students and trust students based on the “enlighten them with reason, and convince them with emotion,” and then “guided by the active”.

4.2. Students Play the Main Role

Teachers’ teach are external factors. Produce good effects must be by combining external factors and internal factors. Therefore, to fully mobilize the enthusiasm of the students (Westerheijden, Hulpiau, & Waeytens, 2007), so that students actively participate in the classroom, through debates, quizzes and exams, etc., so that students attach importance to the course. Combined with practical, the integrity of education is close to students’ lives. Encourage students to do research on integrity issues, so that students know more about the integrity of the current critical situation. And teachers can require students to illustrate their own interests because of injury or loss of integrity while others are not self-inflicted, and improve students’ sense of disgust acts of bad faith. You can also organize discussion the issue of integrity, honesty theme essay, and integrity signature series of extra-curricular activities to strengthen students’ sense of integrity.

5. Conclusion

Honesty is the traditional virtue of the Chinese nation, college students are important participants to build a harmonious society, the integrity of college education is a long-term work; take one step forward, not anxious. Both theoretical educations are through a variety of activities to strengthen it, and more to come through the system constraints. I believe in the integrity of education deepening situation, there will be more and more students keeping faith, to participate in building a socialist harmonious society.

Conflicts of Interest

The authors declare no conflicts of interest.


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