诚信是中华民族的传统美德，也是社会主义核心价值观的重要内容，培养幼儿诚实守信的良好品德是落实立德树人根本任务的要求。已有研究表明，小学生诚信发展存在“知高行低”“知行分离”的问题，而目前对于学前儿童诚信发展的特点、知行发展的一致性现状尚未可知，亟须进一步研究。

本研究借助图片和讲述故事情景，对131名3~6岁幼儿进行个别访谈，了解幼儿诚信认知发展现状，采用“听音辩物”实验对幼儿诚信行为的发展进行分析。主要研究结果如下：

幼儿诚信发展总体特点：（1）幼儿诚信总体发展处于中等水平；诚信认知各维度发展不均衡，诚信道德评价发展水平较高，诚信概念理解发展水平较低；诚信行为水平有待进一步提高。（2）幼儿诚信发展随年龄增长不断提高，5~6岁幼儿诚信发展水平显著提高，各年龄段幼儿诚信认知水平差异显著。

幼儿诚信知行的现状：（1）幼儿诚信知行发展存在知行冲突的现象，诚信道德评价、行为判断、行为决策三个维度均与诚信行为存在显著性差异。（2）在诚实方面，幼儿仅在道德评价、行为判断两个维度与诚实行为存在显著性差异。（3）在守信方面，与诚信整体知行冲突现状相同，幼儿在守信道德评价、行为判断与行为决策三方面均与守信行为存在显著性差异。

幼儿诚信知行发展的类型：幼儿诚信知行发展存在不同的差异类型，（1）诚信总体知行发展与诚实知行发展均存在三种不同类型，即低知高行型、高知低行型和低知低行型。（2）守信知行发展存在知行双高型与知行双低型两种类型。

通过分析，提出以下相应建议：重视幼儿诚信内涵理解的教育，促进诚信认知均衡发展；把握幼儿诚信发展的关键时期，针对性地开展道德教育；加强幼儿诚信行为培养，促进诚信知行转化；了解不同类型幼儿诚信发展特点，因材施教提升德育效果。

Honesty is the traditional virtue of the Chinese nation and an important content of the core values of socialism, and cultivating children's good character of honesty and trustworthiness is the requirement for implementing the fundamental task of cultivating morality and cultivating people. Studies have shown that there are problems of "high knowledge and low action" and "separation of knowledge and action" in the creditworthiness development of primary school students, and the characteristics of preschool children's creditworthiness development and the current situation of the integration of knowledge and action are not yet known, and further research is urgently needed.

In this study, with the help of pictures and storytelling, 131 children aged 3~6 were interviewed individually to understand the current situation of children's cognitive development of creditworthiness, and the "listening defense" experiment was used to analyze the development of children's creditworthiness behavior. The main findings are as follows:

Overall characteristics of children's creditworthiness development: (1) The overall development of children's creditworthiness is at a medium level; The development of various dimensions of creditworthiness cognition is uneven, the development level of moral evaluation is high, and the development level of conceptual understanding is low; The level of honest behavior needs to be further improved. (2) The development of creditworthiness in young children continues to improve with age, the level of creditworthiness development of children aged 5~6 years increases significantly, and the cognitive level of creditworthiness of children of different ages is significantly different.

Current situation of children's creditworthiness knowledge and action: (1) There is a phenomenon of conflict between knowledge and action in the development of children's creditworthiness and knowledge and action, and there are significant differences between the three dimensions of creditworthiness and moral evaluation, behavior judgment, and behavioral decision-making and creditworthiness behavior. (2) In terms of honesty, children only have significant differences from honest behavior in the two dimensions of moral evaluation and behavior judgment. (3) In terms of trustworthiness, it is the same as the current situation of the overall conflict between knowledge and action of creditworthiness, and there are significant differences between children and trustworthy behavior in three aspects: trustworthy moral evaluation, behavior judgment and behavior decision-making.

Types of children's creditworthiness knowledge and action development: There are different types of children's creditworthiness knowledge and action development, (1) There are three different types of overall knowledge and action development and honest knowledge and action development of creditworthiness, namely low knowledge and high action, high knowledge and low action, and low knowledge and low action. (2) There are two types of trustworthy knowledge and action development: knowledge and action double high type and knowledge and action double low type.

Through the analysis, the following corresponding suggestions are put forward: attach importance to the education of children's understanding of the connotation of creditworthiness, and promote the balanced development of creditworthiness cognition; Grasp the critical period of children's creditworthiness development, and carry out targeted moral education; Strengthen the cultivation of creditworthiness behavior among young children, promoting the transformation of creditworthiness knowledge and action; Understand the characteristics of different types of children's creditworthiness development, and teach them according to aptitude to improve the effect of moral education.