本文選題：大學(xué)生 + 自我責(zé)任意識(shí)　； 參考：《廣州中醫(yī)藥大學(xué)》2012年碩士論文

【摘要】：改革開(kāi)放三十多年以來(lái),隨著經(jīng)濟(jì)全球化和我國(guó)市場(chǎng)經(jīng)濟(jì)的深入發(fā)展,我國(guó)的社會(huì)生活發(fā)生了天翻地覆的變化,人們的物質(zhì)生活水平顯著提高,精神生活日益豐富,人們的社會(huì)心理也發(fā)生了深刻的變化,尤其是出生與生長(zhǎng)在這一時(shí)期的大學(xué)生,他們思想活躍、個(gè)性顯著,他們自信、善于表現(xiàn)自己,他們進(jìn)取、積極追求自己的人生價(jià)值。但與此同時(shí),大學(xué)生社會(huì)閱歷較淺,生理趨于成熟的同時(shí)心理卻還處于不成熟期。面對(duì)復(fù)雜多變的環(huán)境,大學(xué)生出現(xiàn)了一些諸如不關(guān)心自己的身心健康、自殺、道德下滑、法紀(jì)意識(shí)淡薄、自我認(rèn)識(shí)和自我接納能力不足等對(duì)自己不負(fù)責(zé)任的現(xiàn)象。當(dāng)代大學(xué)生的自我責(zé)任意識(shí)的缺失已經(jīng)成為一個(gè)突出的教育問(wèn)題。本文主要從以下幾個(gè)方面來(lái)闡述： 引言部分主要闡述本文選題的目的及意義、研究現(xiàn)狀、研究目的、研究方法和對(duì)象等。 第一章探討大學(xué)生自我責(zé)任意識(shí)的基本概念和內(nèi)容。本章的主要目的是從責(zé)任一詞的起源和內(nèi)涵入手,對(duì)責(zé)任意識(shí)和大學(xué)生自我責(zé)任、大學(xué)生自我責(zé)任意識(shí)的概念進(jìn)行了界定,明確大學(xué)生自我責(zé)任意識(shí)的內(nèi)容,具體包括自愛(ài)、自尊、自律、自強(qiáng)。并闡述了大學(xué)生自我責(zé)任意識(shí)與社會(huì)責(zé)任意識(shí)的、大學(xué)生自我責(zé)任意識(shí)與利己主義的聯(lián)系與區(qū)別。 第二章通過(guò)調(diào)查問(wèn)卷考察了廣州大學(xué)城大學(xué)生自我責(zé)任意識(shí)的現(xiàn)狀,認(rèn)識(shí)和反思了高校大學(xué)生自我責(zé)任意識(shí)教育。通過(guò)深入地問(wèn)卷調(diào)查研究廣州大學(xué)城大學(xué)生對(duì)自我責(zé)任各個(gè)方面的認(rèn)識(shí)及其缺失的現(xiàn)象,并通過(guò)學(xué)生座談和專家咨詢的方法深入了解了我國(guó)高校目前在大學(xué)生自我責(zé)任意識(shí)教育的現(xiàn)狀,其突出表現(xiàn)為以下幾個(gè)方面：責(zé)任教育的內(nèi)容和形式與實(shí)際聯(lián)系不緊密、缺乏系統(tǒng)的自我責(zé)任意識(shí)教育的理論、教師責(zé)任教育意識(shí)淡薄。最后,分析了大學(xué)生自我責(zé)任意識(shí)出現(xiàn)問(wèn)題的原因,主要從內(nèi)因、外因兩個(gè)方面來(lái)探討,外因包括同社會(huì)環(huán)境、歷史文化環(huán)境、家庭環(huán)境、高校教育的影響,內(nèi)因從大學(xué)生的認(rèn)識(shí)能力、個(gè)性特點(diǎn)和社會(huì)閱歷等方面來(lái)探討。 第三章以大學(xué)生自我責(zé)任意識(shí)現(xiàn)狀及其高校教育狀況為基礎(chǔ),探討大學(xué)生自我責(zé)任意識(shí)的高校教育對(duì)策。主要有以下幾個(gè)方面：一是引導(dǎo)大學(xué)生樹(shù)立正確的人生觀、價(jià)值觀、世界觀；二是優(yōu)化教育內(nèi)容和方法；三是尊重學(xué)生的主體性,堅(jiān)持教育與自我教育相結(jié)合；四是加強(qiáng)教師隊(duì)伍的素質(zhì)建設(shè)和育人功能；五是提高學(xué)生適應(yīng)社會(huì)環(huán)境與國(guó)際變化的能力。
[Abstract]:Since the reform and opening up more than 30 years ago, with the economic globalization and the deep development of our market economy, the social life of our country has undergone earth-shaking changes, the material living standard of people has been improved significantly, and the spiritual life has become increasingly rich. The social psychology of people has also undergone profound changes, especially the college students born and raised in this period, they have active thoughts, outstanding personality, they are confident, they are good at expressing themselves, they are enterprising, and actively pursue their own value in life. But at the same time, the college students' social experience is relatively shallow, the physiology tends to mature while the psychology is still in immature period. Facing the complex and changeable environment, college students have some irresponsible phenomena such as not caring about their physical and mental health, suicide, moral decline, weak sense of law and discipline, lack of self-awareness and self-acceptance. The lack of self-responsibility consciousness of contemporary college students has become an outstanding educational problem. This article mainly from the following several aspects to elaborate: the introduction part mainly elaborates the purpose and the significance, the research present situation, the research goal, the research method and the object of this article. The first chapter discusses the basic concept and content of college students'sense of self-responsibility. The main purpose of this chapter is to start with the origin and connotation of the word "responsibility", to define the concept of responsibility consciousness and college students' self-responsibility consciousness, and to clarify the content of college students' self-responsibility consciousness, including self-love. Self-respect, self-discipline, self-improvement. It also expounds the relationship and difference between college students' self-responsibility consciousness and social responsibility consciousness and self-responsibility consciousness and egoism. The second chapter investigates the status quo of college students' self-responsibility consciousness in Guangzhou University City by questionnaire and reflects on the education of college students' self-responsibility consciousness. Through an in-depth questionnaire survey, this paper studies the cognition and lack of self-responsibility of college students in Guangzhou University City. And through the methods of student discussion and expert consultation, the author deeply understands the present situation of the self-responsibility consciousness education of college students in our country, which is manifested in the following aspects: the content and form of the responsibility education are not closely related to the practice. Lack of systematic theory of self-responsibility education, teachers' awareness of responsibility education is weak. Finally, the author analyzes the causes of the problems in the sense of self-responsibility of college students, mainly from the internal and external factors, including the same social environment, historical and cultural environment, family environment, the impact of higher education. The internal causes are discussed from the aspects of college students' cognitive ability, personality and social experience. The third chapter is based on the status quo of college students' self-responsibility consciousness and their educational status, and discusses the countermeasures of college students' self-responsibility consciousness. The main aspects are as follows: first, guiding college students to establish a correct outlook on life, values, world outlook; second, optimizing the contents and methods of education; third, respecting students' subjectivity and insisting on the combination of education and self-education; The fourth is to strengthen the quality building and education function of teachers, and the fifth is to improve students' ability to adapt to the social environment and international changes.
【學(xué)位授予單位】：廣州中醫(yī)藥大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G641

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