Social responsibility is the result of the subject's free choice, which is essentially self-discipline, a high embodiment of moral subjectivity and the success of subjectivity development. Generally speaking, the stronger the subject consciousness, the stronger the sense of responsibility; On the contrary, the weaker the subject consciousness, the weaker the sense of responsibility will be. At present, because there are still many problems in the ideological and political work, teaching work and student management of colleges and universities in China that are not conducive to the cultivation of college students' sense of social responsibility, schools always regard intellectual development as the sole purpose of talent cultivation, social responsibility education is not in place, and students' personality becomes distorted and incomplete under unbalanced education; The educational method is simple, emphasizing indoctrination but neglecting guidance, ignoring students' subjective status and treating students as passive recipients, which fundamentally deprives students of their right to decide and create freely, and students lose their subjectivity. As a result, college students' strong demand for self-improvement and self-development has not been correctly guided, and self-improvement and self-development are based on individualism. In the process of fulfilling their responsibilities, they attach importance to their own responsibilities and ignore their responsibilities to the collective and society. Therefore, the weakening of contemporary college students' sense of social responsibility has a great relationship with the weakness of college education management.

Fourth, measures to improve students' sense of social responsibility

(A) to improve students' cognitive level

Under the new environmental conditions, it is unrealistic to ask college students to talk only about social value and not about self-value. We should guide them to organically combine self-value with social value and abandon the moral standard of "pure self-interest" in western bourgeois ethics. College students are the future of the country. They should assume more social responsibilities and realize greater social value, and the greatest realization of social value is the real realization of self-value. Ideals and beliefs are the source and spiritual motivation of college students' sense of social responsibility, and lofty ideals and beliefs can stimulate college students' sense of social responsibility. To cultivate a sense of social responsibility, we should start from specific work, start from bit by bit and cultivate it in specific activities.

(B) to strengthen the education of traditional culture

Offering traditional culture courses: such as university, the doctrine of the mean, the Analects of Confucius, etc. Use traditional culture to cure the symptoms of selfishness, loneliness, alienation, indifference, lack of purpose and meaningless life brought by modern individualism. When carrying forward traditional culture, we should instill a correct view of traditional culture in students with scientific dialectics, so that college students can understand the main reasons leading to the status quo of social responsibility. Solve students' psychological confusion and let them receive education with faith. The main component of the Chinese national spirit is Confucius' Confucianism, and the essence of Confucius' thought is the word "benevolence". The so-called "caring for others" and "love" are manifested in loving parents, brothers and sisters, family and neighbors, and finally all the people in the world, so as to achieve the so-called "four seas are brothers" and "one family in the world".

(C) the power of example

Willlis( 1972) found that there was a significant correlation between role models and college students' sense of responsibility. Model demonstration is not only a method of responsibility education, but also a means of responsibility education. Set an example of pro-social and moral behavior. Help students set an example, such as "Touching China" and "National Excellent College Students". Some students may think that these role models are too far away from themselves, so let them look for them in their own classes, look for them from their own side, learn from everyone's strengths, gather everyone's strengths on themselves, and improve themselves from different aspects. Through the activity of asking students to look for role models from around them, it not only develops students' thinking mode of discovering the advantages of others, promotes students' growth, but also promotes the friendly and harmonious atmosphere in the class and cultivates students' sense of responsibility.

(D) to build a practical platform for students

A person's sense of responsibility is the unity of his cognitive process, behavioral process and emotional process. The basis of the unity of the three is that practice mainly includes: (1) role transformation. Taking the dormitory as a unit, let students imitate their roles, including role models, parents, teachers, psychologists, leaders and friends, and their sense of responsibility is gradually enhanced; (2) Get low grades with high grades. Let students feel the honor of success in the experience of taking responsibility, realize their own value, experience and learn to take social responsibility; (3) Thanksgiving practice. Generally speaking, the sense of social responsibility is based on the deep love for society and the country, and under the control of this strong feeling, take the initiative to assume obligations and responsibilities. So let students cultivate this kind of emotion and have a grateful heart; (4) Self-management mode. Take the dormitory as the unit, and encourage everyone to participate in management. The monitor is always in charge, and there are school committees, attendance officers, publicity committees, organization committees, sports committees, life committees and planned summaries. Each dormitory has academic committee, attendance clerk, publicity committee, organizing committee, sports committee, life committee and plan summary. Let students learn to take responsibility and manage themselves and others in the management of various activities; (5) Actively participate in various practical activities. Let students go out of the campus, go deep into the society, understand the society in practice and deepen their understanding of book knowledge, so as to establish the sense of responsibility and mission of the masters, establish professional awareness and strengthen professional responsibility.

(5) Improve the overall quality of teachers.

Ushinski, a famous educator, once said: "Everything in education should be based on the personality of the educator, because only personality can affect personality, and only personality can form personality." Whether teachers are responsible for their own actions and the level of teachers' morality will directly affect the effect of responsibility education. Teachers are the guides for the formation of students' good moral quality, and teachers' words and deeds influence students all the time. As Confucius said: "He is upright and does not command; His body is not right, although he does not obey. " Teaching by example is better than teaching by example. Therefore, to cultivate students' sense of responsibility, teachers themselves should have a high sense of responsibility.

(6) create a good social atmosphere

Any personality is branded by society, any personality development is branded by society, and any personality development is restricted by society. The local social life environment, including family, surrounding environment and interpersonal relationship, plays an important role in the formation and cultivation of personal sense of social responsibility. Family is the basic unit of social life. Social material living conditions first affect students through their families. Family members, especially parents, are the earliest teachers of students. Their attitude towards society and sense of social responsibility have a subtle influence on students.