The formation of the honesty quality of primary and middle school students is actually a process in which students arouse their understanding of honesty under the influence of various real honesty situations, and make correct decisions that conform to the honesty standards, so as to construct their own honesty experience structure. This cannot be achieved by education and indoctrination alone. In the process of growing up, contemporary primary and secondary school students are more and more closely connected with society from family to the world. In this process, if we can't comprehensively and dialectically understand the relationship between individuals and society, reality and future, social light and darkness, and small things and major events, it is easy to regard some observed and learned negative phenomena and dark sides as social essence. In order to solve this problem, schools can help students analyze comprehensively and deepen their understanding by strengthening students' social practice activities and taking specific problems as cases, thus promoting the transformation of honesty from cognition to behavior.

The importance of "service learning" advocated by the west in education has been confirmed. Combining the implementation of community service activities with the cultivation of students can promote students' prosocial behavior. Among them, voluntary service activities are typical "service learning". The research shows that long-term organization of voluntary service activities has been proved to have a significant role in promoting the cultivation of students' prosocial behavior, which is conducive to the cultivation of teenagers' sense of serving others and citizenship and their personal development. Studies have also shown that the quality of volunteer projects (for example, the degree of freedom, challenge and enjoyment given to young volunteers), the length of projects (12 weeks or longer projects are always better than short-term projects) and age (in some cases, older teenagers get more benefits) have proved to be effective factors for voluntary behavior to prosocial behavior. By analogy, through the meaningful voluntary service activities organized by the school, students can establish a close relationship between honesty cognition and honesty behavior under the condition of "service learning", and truly form the integrity values of knowing and doing.

In a word, the cultivation of honesty quality of primary and secondary school students is a complex systematic project. It is the common responsibility of family, school and society to cultivate students' honesty, knowledge and action. It not only needs a good atmosphere of social integrity, but also needs a correct concept of integrity education between schools and families, and provides conditions for promoting the accumulation of teenagers' own practical experience and positive self-growth. Only through joint action in many aspects can honesty education be truly implemented and the integration of honesty and knowledge can be effectively promoted.