As a kind of moral emotion, social responsibility mainly refers to the cognition, emotion and belief that a social member with independent personality should be responsible for the country, society, collective and others, and the corresponding conscious attitude of obeying norms, taking responsibility and fulfilling obligations. The sense of social responsibility is the basic quality that contemporary college students should have, and it is also the key to building a harmonious socialist society. How to strengthen college students' sense of social responsibility, make them care about social development, and closely link it with their own development, become a kind of belief and emotion, and sublimate it into a sense of responsibility as masters, is an important topic that needs serious consideration.

First, the main manifestations of the weakening of college students' sense of social responsibility

1. The weakening of self-responsibility. The weakening of self-responsibility is mainly manifested in the fact that some college students are not responsible for their future and take their health and life seriously. Play games, watch movies, chat, etc. Get online all night, regardless of your health.

2. Weaken the sense of family responsibility. Many college students are self-centered and only consider themselves, regardless of their families; Only seek rights, not obligations. At home, it's like the emperor's father, with his mouth full of food and his clothes reaching out.

3. The sense of social moral responsibility is weakened. Social morality, in short, is to treat people with morality, to be a civilized person and to do civilized things in social life. However, many college students can't do this. Graffiti of college students can be seen on the walls of classrooms, desks and even the doorbars of bathrooms. In the dormitory, some students don't care about other people's feelings at all, and often talk loudly until late at night, or talk on the phone until late at night.

4. Weaken the sense of responsibility to others. Some college students treat feelings as trivial things, which are easy to hurt others and irresponsible for love; The homework assigned by the teacher is not done seriously, perfunctory and irresponsible to the teacher; It is irresponsible for students not to do what they promised easily; It is irresponsible to parents and society to choose suicide easily if you encounter setbacks.

5. Self-awareness is above everything else. Personal self-awareness is prominent, lacking overall awareness and social awareness, dedication awareness and service awareness. Pay attention to personal value and ignore social value. Attach importance to personal ideals, but lack social ideals and ownership. Only consider personal interests and hobbies, forgetting that as a member of society, we should also do our part to the society, the collective, the country and even our living environment; I enjoy taking, freedom and rights, but I feel uneasy about dedication, obligation and responsibility.

In addition, the weakening of college students' sense of social responsibility is also manifested in the continuous strengthening of utilitarianism and the inconsistency between moral responsibility cognition and behavior.

Second, the outstanding performance of the weakening of college students' sense of social responsibility.

The weakening of college students' sense of social responsibility is manifested in the phenomenon of "no interest, no care and no meaning";

1. "Not interested". It is that some college students are not interested in anything, and are not interested in anything. In action, it is emotional indifference, emptiness, emotional fatigue, listlessness and laziness all day. Students with this mentality are confused about what they want to be and how to do it, and of course they can't work hard to fulfill their responsibilities.

2. "it doesn't matter." Indifferent to study, work, success, failure, praise and criticism. Everything takes a nihilistic attitude of "nothing to do with yourself, hanging high", and some students even take "the sound of wind and rain, the sound of reading, and everything at home, country and the world as their motto". For these students, they don't want to participate in the development of society, the future of reform, the fate of the country and the ideals of mankind. They refuse to participate in their own study and life.

3. "meaningless." These students seem to see through the world of mortals, regard everything that happens in society as "acting" and human activities as striving for fame and profit, so they are dark, gray and dark to others and society, feel that everything around them is meaningless, gradually become indifferent, and seriously embark on the road of becoming a monk or even fleeing.

Third, the reasons for weakening the sense of social responsibility of college students

The weakening of contemporary college students' sense of social responsibility is not accidental. This is related to the social environment, family education atmosphere, young college students' own factors and the weak education management in colleges and universities.

(A) the impact of social environment

Man is the product of society, and everything in society is affecting the growth of children. Among these influences, many superficial things have a great influence on children, but it is difficult for them to have a correct understanding of the nature of these phenomena, and it is also difficult for them to look at the problem as a whole, comprehensively and objectively. Due to the lack of in-depth perceptual experience and cognitive ability of social reality, college students' understanding is often one-sided and easy to go to extremes. In particular, the current society is in a period of intense and turbulent transformation. In the competition of market economy and some imperfect management of social system, various social problems and contradictions, such as the decline of social atmosphere, the transaction of power and money, unfair distribution, counterfeiting, and the distortion of interpersonal relationships, are constantly exposed in the tide of commodity economy. These corruptions, injustices and inequalities often leave a deep impression on their hearts, which cannot be solved by simple classroom and family education. Some people are too lazy to keep up with the situation, some people are eliminated because of lack of competition, and so on. As a result, the "misfits" in the transitional society-frustrated, disappointed, lost and loser, suddenly feel that they have lost their ideal pillar and enthusiasm in the face of the rapid changes in society, thus showing a negative tendency of "not interested, not concerned and meaningless" to everything. Therefore, the weakening of contemporary college students' sense of social responsibility has a lot to do with the violent impact of the transitional society.

(B) defects in family education

Family factors, such as family doting and excessive tolerance, parents' divorce or emotional disharmony, have a negative impact on college students' personality development to a great extent. Some parents tend to be too responsible for their children. They take on too many responsibilities and do all the housework, but their children have a corresponding "weightlessness" phenomenon, pushing the responsibility that should have been borne by themselves to their parents. Some only children are used to accepting without knowing what to pay. Such children have little sense of giving back to others since childhood, and lack basic survival skills and the spirit of being responsible for themselves, others and society when they grow up. Therefore, it can be said that some college students' sense of social responsibility is not strong at present, which is not unrelated to the fact that their families did not educate them about their sense of responsibility from an early age.

(C) the constraints of their own factors

As an object, college students have their own needs and social consciousness, which often leads to their misunderstanding of social reality. As a special group, college students may come from kindergartens, primary schools, junior high schools and senior high schools, with little contact with social reality and lack of social experience and practice. In addition, their psychological development is not yet mature, and they cannot calmly, objectively and comprehensively analyze and treat various social problems, and correctly understand the relationship between individuals and others and society, which often makes them lack a sense of responsibility for society and others. The study of contemporary college students from primary school to middle school has always been influenced by "exam-oriented education", and their direct goal is to enter the university. As for what to do after entering the university, it is not very clear, and there are often only some beautiful and hazy ideas. Therefore, after going to college, the sense of social responsibility can only be external for college students who have not adapted well to these psychological changes and have not clearly entered the social role. Therefore, the weakening of contemporary college students' sense of social responsibility has a lot to do with their slow entry into the role.

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.