2 1 century, contemporary college students are no longer nerds trapped in the "ivory tower" and "don't listen to things outside the window, just read sage books". Contemporary college students have gradually taken stepping into society, participating in social practice, strengthening close contact with society, cultivating comprehensive ability and improving comprehensive quality as the highest goal of college study and life. Therefore, it is not uncommon for college students to start their own businesses or participate in various work-study programs. There is no doubt that work-study program plays an important role in the cultivation of college students' abilities in all aspects, which is conducive to the improvement of college students' comprehensive quality and the all-round development of people. Especially the education facing the 2 1 century requires the cultivation of all-round talents. In other words, talents in 2 1 century should not only master knowledge, but also have perfect personality. We should care about the environment, society, others and have a sense of responsibility for the environment and society. The Organization for Economic Cooperation and Development put forward in 1988 that people in the future should master three "education passes", one is academic and the other is professional, and the third pass can prove a person's dedication and pioneering ability. Therefore, work-study program is in line with the requirements of the times. However, college students show indifference or even lack of social responsibility in the process of work-study program. For example, laziness, prevarication, breach of contract, attaching importance to money, not caring about others and the collective, and being self-centered in the process of work-study programs. Especially in modern society, science and technology and market economy are more and more developed, and correspondingly, the requirements for people's moral quality are getting higher and higher. Every citizen is required to be responsible for his own actions, think about the future of mankind, and know how to serve others, society, country and himself. In the past, the education of responsibility consciousness often ignored the subjectivity of the educated and paid no attention to cultivating the practical ability of the educated, but hoped to promote the cultivation of students' moral quality, including social responsibility, by instilling moral norms, and the result was often half the effort.
Modern social life is a complete system, which requires not only the healthy development of students' humanity, but also their sense of community and social responsibility, the same outlook on life and their ability to get along with others, such as environmental issues, energy issues and nuclear issues. This requires people to have group consciousness, even global consciousness.
An analysis of the present situation and causes of contemporary college students' sense of social responsibility
To be fair, in fact, China has always attached importance to educating the younger generation about social responsibility, such as "Worry about the world first, and enjoy the world later", "Everyone is responsible for the rise and fall of the world" and other well-known aphorisms, all of which contain the sense of social responsibility and moral mission of people of insight. However, today, the gap between reality and ideal is getting bigger and bigger, and there are a lot of bad qualities such as selfishness, indifference and cowardice among students. The extreme consequence is that in recent years, various deviant behaviors among students have become increasingly serious, even ignoring the lives of peers, relatives and friends, and even losing the basic sense of social responsibility out of human nature ... all this is by no means alarmist! This cannot but arouse the reflection of educators.
(A) the status quo of contemporary college students' sense of social responsibility
The survey shows that responsibility education is an important quality education that people all over the world attach importance to, but in China, "only a little more than 30% people attach importance to responsibility education, which is at the bottom of the world". On the contrary, it regards "ingenuity" and "strategy" as important factors to obtain development opportunities. A moral education survey conducted by the Education Committee of a megacity also shows that teachers are not satisfied with students' sense of responsibility and spirit of hard work.
After a random sampling survey of college students, the results show that the current situation of contemporary college students' sense of social responsibility is as follows:
1. values personal future more than social thought, rather than taking society as the master. There is no denying that contemporary college students have ideals. They want to be famous, get married and get ahead, but some of them are only limited to their dreams of realizing their personal ideals, and do not closely link their personal ideals with social ideals. This questionnaire survey shows, "Why do you want to work part-time?" 76.3% of college students answered "for personal needs", 15.6% answered "to reduce the family burden", and only 8. 1% answered "to cultivate their own abilities so that they can make some contributions to society in the future". "When you encounter conflicts between personal interests and social or collective interests, will you give up personal interests and obey collective interests?" 64% of college students answered "No", 23% answered "Maybe" and 13% answered "Yes". From this point of view, contemporary college students pay more attention to personal ideals and despise social ideals. They think that social ideals are too far, too big and out of reach, and personal real life is the most affordable. Therefore, they are more concerned about their own destiny, their development status and current interests, and then emphasize that people should be responsible for themselves, their families and reality first. In essence, these college students lack the understanding of the relationship between personal ideals and social ideals, the correct understanding of their own historical mission and the serious attitude towards social masters based on this understanding.
2. In terms of life goals, the growing personal consciousness has gradually replaced the overall consciousness and social consciousness. With the development of market economy and the diversification of stakeholders, the status of individual independence is gradually established. Under the condition of market economy, people engaged in economic activities must choose their own behavior from their own interests and needs, and people must learn to design and develop themselves according to the needs and dynamics of society and market. Personal character and status are really outstanding. More and more college students face up to and actively pursue personal values, dignity and interests, and their self-awareness, enterprising spirit, desire for achievement and self-responsibility are obviously enhanced. In this questionnaire survey on the current situation of contemporary college students' sense of social responsibility, the question is "Who will work for after graduation?" 74.2% of college students answered "for society and individuals", while the real "for national rejuvenation and national prosperity" was only 9.7%, which was unclear, accounting for 10.5%. Although college students give consideration to society and individuals, they pay more attention to individuals. About "What is the purpose of your study?" 3% of college students answered that they had not considered the purpose of study. However, the learning purpose of college students presents a diversified and multi-level development trend. 13.8% of college students take obtaining a diploma as their main learning purpose. Most students' learning goals are practical. 33.3% of them answer that they study for self-reliance and ideal career in the future, and 23.6% answer that they study to improve their social and economic status. This proves that under the influence of market economy, the learning purpose of most college students has changed from a simple diploma to a real life with fierce competition outside school. They pay more attention to real talent and practical learning, are more pragmatic and show a responsible attitude towards themselves. The survey results also reflect the individualism and utilitarianism of college students. For example, only nine people answered to serve their motherland and their parents or teachers. The utilitarian tendency of college students in the learning process is also manifested in redoubling their study and training on the knowledge and ability that can obtain direct benefits in the future. Learning that can't get direct benefits is perfunctory and restrained. Statistics show that 45.2% of college students feel that what they lack most at present is the sense of social responsibility.
3. Blind self-expansion and actual inferiority complex. On the one hand, I think success is too easy, and I overestimate my knowledge and practical ability, which is beyond the actual level. For example, if a company takes a fancy to you and lets you take charge of a project, do you think you can do it? 64.3% of college students answered "Yes", 24% answered "Possibility" and only 1 1.7% answered "No". On the other hand, we can't be down-to-earth and start from small things. Once it comes to specific problems, it becomes a sense of inferiority of complaining about the environment and doing nothing. These college students also lack a correct understanding of their sense of historical responsibility.
4. Pay more attention to self-value than social value, and take "I" as the center in the interest relationship. In recent years, the socialist market economy provides an ideal stage for individuals to display their talents, which makes more and more college students strongly aware of the role of individuals in social progress. But at the same time, I also realize that the social competition is increasingly fierce and cruel, and only by taking a boat of personal struggle can we swim to the other side of success. Therefore, a considerable number of students are under pressure, staring at their personal efforts and struggles, starting from "me" and taking "me" as the center, and advocating "pursuing self-realization and perfecting self-value". When there is a conflict between the collective and the individual, only the individual is emphasized, and "I" is the main one; When public interests conflict with personal interests, personal interests are the most important; Lack of the spirit of sacrifice for society and the collective; When choosing a career, the main consideration is to pay equal attention to high income and self-realization. For example, in this questionnaire survey, it is found that 62% of college students think that "professional counterparts can give full play to their specialties", 60% think that "economic income is high", and 4 1% answer "work is easy and stable", which shows that college students consider more from personal aspects and less from social needs. Some college students take those irrelevant things.
(B) Analysis of the reasons for the lack of social responsibility of college students
The reasons for the indifference or even lack of social responsibility of contemporary college students are as follows:
1. The influence of contemporary western individualism ethics. Western individualistic ethical thinkers unilaterally exaggerate the "alien" power of society and others to restrict individuals, and regard "pure self-interest" as the only criterion for evaluating whether people's behavior is moral or not. This concept is just accepted by young college students with weak moral judgment, which makes some young college students find a theoretical basis for their "self-centered" thinking. As a result, in the minds of these students, there is a phenomenon that as long as they have the right and fail to fulfill their obligations, they care about themselves, pursue interests and study in order to get ahead.
2. The advantage of the only child makes college students pay too much attention to themselves. Since the middle and late 1990s, most college students are only children, with superior living conditions, and their parents are too fond of their women, which makes this generation lack life training. Compared with former college students, they have weak will and poor ability to overcome difficulties; They tend to be self-centered, with high demands on their parents, others and society, and low demands on themselves. I think more about what others should do for me and less about what I should do for my parents, family and society. I have a strong sense of rights, but a weak sense of obligations and responsibilities.
3. China's education has always attached importance to the social value orientation of education, but it seems that it has not paid enough attention to students' independent personality and personality development. The mistakes and anomie in our past moral education work largely lie in not attaching great importance to the ontological function of moral education. We always want to cultivate people who are perfect in ideological and moral aspects from a certain angle of society, and we like to use some external social standards to demand and evaluate moral education activities and students' moral values. For example, we often educate students to study for the motherland and society, and often ask students to love the motherland, the people and the collective, but rarely encourage students to care about and safeguard their legitimate rights and interests. In a sense, this responsibility requirement is too idealistic and adult, divorced from the reality of students' lives, and it is a demanding requirement for school moral education, which can't be realized anyway. Among the responsibilities that students should and may bear, we are used to idealizing the responsibilities imposed on students based on the mainstream value orientation in adults' field of vision, but we don't respect children's subjective personality, and completely exclude and restrict the behaviors that teenagers are often called "naughty", "disruptive", "disobedient" and "ingenious" by adults. As a result, students' subjectivity is either suppressed, their hearts are hurt or they have no sense of responsibility. The requirement of responsibility in a fake space often leads to the neglect of the basic responsibilities that students should bear and may bear, and even leads to the vacuum state of social responsibility of "big things can't be done, small things don't want to be done".
Ways to cultivate college students' sense of social responsibility
1. According to the psychological mechanism formed by the sense of responsibility, school education should attach importance to building a strict educational responsibility mechanism in school life when cultivating college students' sense of responsibility. That is, from study to life, from education to teaching, from management to service, to establish an all-round responsibility mechanism for big education. With the restraint of this all-round educational responsibility mechanism, all irresponsible behaviors on campus will be effectively curbed by the inevitable "accountability". Only those who are in the strict responsibility mechanism can always feel the emotional attitude experience of responsibility. The essence of this external behavior reinforcement is the formation process of people's responsible behavior habits, and it is also the connection form between the stimulation and response of organisms. Any college student who breaks away from this educational responsibility mechanism will not automatically develop a good sense of responsibility.
2. We should improve the educational methods, improve the educational effect and give full play to the main role in the educational process. As educators, we should understand that rights and responsibilities are always unified, and there is no responsibility divorced from rights. Therefore, to cultivate college students' sense of social responsibility, we must give them certain rights. Specifically, the educational method should be changed from indoctrination to heuristic analysis, to mobilize students' awareness of active participation, to think about what students think, to understand their needs, to tap the bright spots in students' thoughts, to encourage students to think positively, to pay attention to methods when helping incorrect views, and not to dampen students' enthusiasm. In management, managers at all levels should have a sense of equality, don't be scolded easily, provide students with opportunities to participate as much as possible, and help students cultivate their self-management ability and initiative. In short, in colleges and universities, efforts should be made to create an environmental mechanism consistent with college students' social status, pay attention to cultivating and exercising students' sense of social responsibility, and let them really take the initiative to undertake historical missions, so that our country and our nation will have great hope.
3. Pay attention to the emotional education of college students. Moral emotion is the emotion that a person experiences when dealing with various relationships and evaluating others or his own behavior according to social moral norms. It is an important driving force or incentive for moral behavior, an important force to maintain people's conscious behavior, and a necessary condition to transform social moral requirements into individual internal moral needs. Practice has proved that students' emotional adjustment directly affects the cultivation of various psychological qualities and abilities, including the sense of responsibility. The sense of responsibility reflects the individual's inherent tendency. It is precisely because the individual's emotions are roughly the same as the sense of responsibility that emotions also have certain social significance. Generally speaking, a good, rich and healthy mood will have a positive sense of responsibility. On the contrary, the level of social responsibility will be greatly reduced. Teachers should be good at using needs principle, expectation theory, value goal and incentive means, help students shape good personality through emotional education, and guide and inspire students to discover and improve themselves. At the same time, schools should strengthen mental health education, consultation and counseling to help students develop good psychological quality.
4. Guide students to participate in social practice and correctly grasp the essence and mainstream of social phenomena and social development. The values of young students are formed in real life and social practice, and can only be changed in real life and social practice. Social phenomena are extremely complex, essential, non-essential, positive and negative. Due to the limitation of life scope and vision, some students often regard non-essential and non-mainstream social phenomena as the essence and mainstream of society, forming some wrong ideas, and at the same time using these ideas to guide their own behavior. The responsibility of moral education workers in colleges and universities lies in organizing students to participate in social practice, summarizing the phenomena and concepts dominated by society, guiding students to correctly grasp the essence and mainstream of social development and understand the values dominated by society; Recognize the conditions and causes of some temporary problems in society, and what measures the party and the state take to limit and solve these problems; Guide students to understand the trend and prospect of social development from the height of the times.