Collective consciousness refers to the identity attitude of members to the collective. Below, I will share a survey report on college students' class collective consciousness, hoping to help you!

First, the status quo and analysis of college students' class collective consciousness

44 questionnaires were distributed, and 4 valid questionnaires were collected, with an effective rate of 100%. The analysis conclusion is as follows.

(A) 1, the values of collectivism are generally recognized.

(1) On the cognition of class collectivity, collectivism values are generally recognized.

76% of the students think that the university collective is a warm home and spiritual belonging, 10% of the students think that the collective is dispensable, and 14% of the students don't know what the university means to him. It can be seen that most college students can put the collective in a very important position, but there are still a large number of college students who look down on the university collective.

(2) College students' emotional cognition shows their recognition of collectivism values to some extent.

40% students think that university can bring them warmth, 32% students think that university can bring them excitement, 265,438+0% students think that university can bring them honor, and only 7% students think that university has brought them troubles and constraints. In the collective, most college students can live happily and feel the warmth and comfort of the collective, only a few can't integrate into the collective normally, which shows that the collective has brought more positive influence to students, and students give positive cognition and feedback to this influence. For example:

Students are indifferent to class activities, and even think that there is no need to watch class activities at all.

2. The purpose of college students to participate in class activities

Among the 4 1 college students surveyed, only 14 students choose to participate in class activities in order to establish class image, while 2 students choose their own activities, and 5 students think that participating in class activities is for fun. It can be seen from this set of data that the purpose of most college students participating in class activities is not for the cohesion of the class, but to see whether the activities themselves are beneficial to them.

3. Reasons for not wanting to participate in class activities

Question in the questionnaire 17: What is the reason why you don't want to participate in class collective activities? (The data after the option is the number of times the option has been selected) A. The activity is too boring. B. I have something to do, so I can't attend 30 C. It's none of my business, so I'll hang up. D.it doesn't help me. 1 e. Other1.

As can be seen from this set of data, there are three reasons why college students don't want to participate in class activities. First of all, they have something to do and have no time to participate. For this reason, most students don't want to participate in class activities. The second aspect is the activity itself. Some students think class activities are too boring. The third aspect is that class activities are not helpful to themselves, which is the reason of very few people.

The participation of college students in class activities can reflect the class cohesion of a class to some extent. In class activities, it can better promote the emotional communication between class members, make the class more harmonious, and also give class members a sense of collective identity. However, it can also be seen from this questionnaire that the participation of college students in class activities is selective, and most people are more willing to participate in meaningful class activities or class activities that are beneficial to them. Therefore, to improve the participation in class activities, we must improve the quality of class activities.

(C) Class management model and participation

Class is the basic unit for college students to participate in school activities. Class affairs are closely related to every student, and every student should try his best to participate in it and make his own contribution to the development of the class. Students' class consciousness is mainly reflected in their participation in class affairs decision-making and class management.

(A) class affairs decision-making

1.63.4% students boldly put forward their own opinions, indicating that these students actively participate in the decision-making of class affairs, care about the development of the class, and offer suggestions for the progress of the class, which is a manifestation of strong class consciousness. We should clearly know that students are the main body of the class, and the development of the class is closely related to individuals, so we should actively participate in the decision-making of class affairs.

2. There are still many students who are indifferent to class affairs or take a wait-and-see attitude, which is irresponsible to the class. This phenomenon may be caused by the outstanding characteristics of current college students, who have more ideas, less practice and indifferent collective consciousness. Many students are too lazy to participate in the democratic management of the class, thinking that this is a "loss-making business" of "making wedding clothes for others". In addition, due to the negative influence of China's traditional culture, such as advocating the "golden mean" and "a good tree in the forest will be destroyed by the wind", some students who actively participate in the democratic management of class affairs are also afraid of being gossiped by their classmates, and even take a detached attitude.

In addition, we also analyzed several related issues. For example, 12.2% students in the class actively participate in the discussion of class affairs, and 56. 1% students actively participate in the discussion. These students think that they can play the role of participants or assistants in class decision-making and make certain contributions to the development of the class. 37. 1% students hold a general attitude towards discussion activities, and some students think that they have played the role of audience and have not made much contribution to the class; But there is not a classmate in this class who does not actively participate in the discussion. This is a good result, which shows that everyone has a good class consciousness.

(B) class management model

University classes are directly managed by students, and in a few cases, there will be the guidance of class teachers, which embodies the relatively democratic characteristics of university class management, especially allowing students to take turns to be on duty, so that every student can get exercise to a great extent. Student management is an important aspect of university management, and the democratic management of college students should be at the forefront of the whole society. As one of the subjects and objects of democratic management, college students have a more conscious and positive understanding of society and a higher enthusiasm for democratic participation. These characteristics determine the inevitability of students' class management. At the same time, every student participates in class management, which is the embodiment of students' class consciousness. Therefore, the students in this class can actively participate in class management and have a strong sense of class.

From the previous analysis, we can know that the class management mode of this class belongs to the democratic mode of student management, and it should be an ideal management mode in theory, but as can be seen from Table 3, only 10% students are very satisfied with this mode, 66% students are satisfied with it, and 7% students are not satisfied with it. What caused this result?

First of all, in colleges and universities, the democratic management of class affairs should attach importance to the cultivation of students' democratic participation spirit and the embodiment of democratic decision-making process.

However, due to the influence of China's traditional culture and long-term planned economy, most managers and managed people in real life have a mindset: management is how to handle administrative affairs smoothly, and it is easy to equate democracy with freedom and disorder, so real democracy is difficult to achieve.

Secondly, the class youth league committee did not play its due role. The Youth League Committee is the most important form for students to participate in the democratic management of class affairs, and should fully reflect students' opinions and suggestions on the management of class affairs. However, the Youth League Committee of many classes has not played its due role. Cadres of the Class Youth League Committee should encourage other students to actively participate in class management, so that everyone can have a certain understanding of class affairs, thus stimulating their class consciousness and sense of class honor.

interpersonal relationship

For college students, interpersonal communication is of great significance to study, life and health. Everyone will have problems more or less in the process of communication in college life. Every growing college student wants to live in a good interpersonal atmosphere. How to improve interpersonal relationship and strengthen interpersonal communication is an urgent problem for every college student.

1. The present situation of college students' interpersonal relationship

In the process of getting along with class members, most students attach great importance to the relationship with others and often consider the feelings of others. They think that the relationship between class students is relatively harmonious. However, we should also see that a small number of students think that the relationship between classmates is not very enthusiastic, or that the relationship between class members does not matter at all.