Many people are surprised by this. However, as the internationally renowned think tank Club of Rome believes, the core of improving people's quality is to establish people's high sense of responsibility for global development. Many developed countries have regarded social responsibility as a The primary content of talent quality. In today's world, international competition is becoming increasingly fierce. This competition is economic competition, technological competition, national strength competition, and more importantly, national cohesion competition. It is a spiritual competition. If people have a sense of responsibility, the nation will be united and the country will prosper; if people have no sense of responsibility, the economy will decline and the national strength will be weak. The Chinese nation has always been a nation that attaches great importance to responsibility. The ancients once had a sense of social responsibility that "everyone is responsible for the rise and fall of the world." However, due to various reasons, to some extent, our society is facing the challenge of gradually weakening the sense of responsibility. Emphasis Focus on me and pay attention to benefits. How to change this situation, it should be said that education has the unshirkable responsibility. It takes ten years to grow trees and a hundred years to cultivate people. Cultivating students' sense of social responsibility is the need of the times and a major issue currently facing us. Social responsibility refers to a person's responsibilities, tasks and missions towards himself, others, the collective, society and the country. The sense of social responsibility is people's strong conscious awareness and lofty emotion and will of this responsibility, or the attitude of a social member towards the responsibilities, tasks and missions undertaken by himself, others, the collective, society and the country. As a kind of moral emotion, the sense of social responsibility is the foundation and starting point of all virtues, a concentrated expression of human reason and conscience, and the cornerstone of the survival of society. Individuals in society are required to choose behaviors that are beneficial to others, the collective, society, and the country, abandon those that are harmful to others, the collective, society, and the country, and always work tirelessly for things that are beneficial to society. Whether the younger generation has a strong sense of social responsibility directly affects the future of the motherland, because it is a powerful internal driving force to devote oneself to the motherland and the people. As a middle school student, the formation and development of social responsibility is the beginning of gradual maturity. We should continuously enhance our social responsibility, care about the development of society, and closely link it with our own development to become a firm belief and noble emotion. The cultivation of high school students' sense of social responsibility should allow each student to participate in educational activities and related social situations as an independent, rational, autonomous and free personality subject, and to choose, think, judge and practice based on their own reason and passion. Association with socially relevant things. We must use excellent culture to inspire students' ideals, expand students' intellectual horizons, enhance students' social culture and value identification, use the spirit of culture to serve as the basis for social responsibility, and fully awaken people in the transmission and creation of cultural spirit. The inner initiative, understanding the integrity of the relationship between people and society, and seeking the basis of cultural spirit for the cultivation of comprehensive social responsibility. We should lead students into extensive and living interactions with others and the world around them, so that students can truly feel the close connection between individuals and the social world, truly experience and strive to practice the lively connection between people and society, and inspire And strive to demonstrate the sense of responsibility inherent in his life. We must firmly place the foundation of social responsibility cultivation in students' "living world", so that the education of a sense of responsibility becomes a living sense of responsibility education in the actual life of students. Guide students to give full play to their subjectivity, actively self-analyse, judge, and choose in complex life practices, and assume their due burdens and possible responsibilities, so as to truly implement students' subjectivity. Drawing on the experience of other schools and other teachers, combined with the actual work of my own class teacher, I have the following insights on cultivating high school students’ sense of social responsibility: 1. Make full use of school moral education resources and build a sense of social responsibility in a big way. The cultivation of social responsibility is closely related to students' personality development. From the perspective of psychological process, social responsibility involves the four levels of human knowledge, emotion, intention and action, with cognition as the guide, emotion as the driving force, will as the guarantee, and action as the foundation. We should give full play to the role of the school's moral education team and increase efforts to cultivate the social responsibility awareness of current high school students. Relying on the class teacher to educate students with a subtle sense of responsibility, teachers should guide students to give full play to their subjective consciousness, actively assume their social responsibilities in the class group, and cultivate students' healthy personality. "Individual personality is related to personality." The promotion of personality is the basis for social responsibility. The cultivation of social responsibility keeps the promotion of personality in the right direction. Good personality development is intrinsically consistent with a positive sense of social responsibility.
In terms of the content orientation of cultivating students' sense of social responsibility, we must respect the reality of students' lives, reflect the requirements of the times, proceed step by step, from near to far, from concrete to abstract, gradually expand students' horizons of responsibility, and improve their ability to take responsibility and assume responsibility. courage. 2. Carry out various collective activities and develop a sense of social responsibility during the activities. Activities are an important carrier for cultivating social responsibility. Such as theme class meetings, lectures, current affairs education reports, legal reports, debate competitions, "selection of responsible models" and other activities. In addition, participating in social practice activities such as social surveys, public welfare labor, military training, family training, and family services can cultivate and strengthen the awareness of social responsibility. The cultivation of social responsibility awareness is closely related to the class, school and society. The living world is the best classroom to cultivate social responsibility. We should design various forms of collective life so that students can experience and feel the sense of responsibility in collective life. For example, collective work can cultivate students' excellent sense of responsibility to help others, care for others, and be diligent and willing to work; publicity about those who act bravely can cultivate students' developed sense of responsibility to distinguish right from wrong, care about social justice, and actively fight against evil and injustice. Collective activities place every student in a broad family, stimulate enthusiasm, and arouse a broad sense of responsibility for the collective, the class, the society, and the country, making students' collective activities a responsible activity and making people with a sense of responsibility Education becomes a living education for life. 3． Use typical character education to inspire students and cultivate a sense of social responsibility. We can use heroic role models or typical figures around students who are full of the spirit of the times and have a strong sense of social responsibility to educate and inspire students, set a learning example in the hearts of students, and be targeted. For example, during the New Democratic Revolution, Li Dazhao died heroically in order to overthrow three mountains, liberate the whole of China, and fulfill the social responsibilities that people should bear during that period. There are also heroes such as Lei Feng, Wang Jinxi, Jiao Yulu, and Kong Fansen during the socialist construction period, as well as the people’s good public security chief Ren Changxia and other heroes. They also want to fulfill their social responsibilities and build our country into a prosperous, democratic, and civilized socialist country. , have made extraordinary achievements in their ordinary positions, and some even sacrificed their own lives. These heroes are typical examples of social responsibility. Times are different, and people have different social responsibilities. Through the deeds of these heroic figures, middle school students have been inspired to work hard to fulfill their lofty mission in this era, that is, to revitalize China. You can also use the "responsible models" around students to motivate students. For example, some students worked hard in the school sports meeting and achieved first place in the ball-holding relay and second place in the tug-of-war, winning honors for the class. In this way, the sense of responsibility shown by heroes and typical figures around students strongly inspires students' sense of social responsibility, collective responsibility and national master responsibility. 4. Start from the individual, start with small things, persevere, and implement daily responsibility training education. The cultivation of social responsibility is a cumulative process, a step-by-step process. It is necessary to closely integrate the cultivation of social responsibility with the education of middle school students' codes and daily behavioral norms, and ultimately achieve the goal of everyone knowing their responsibilities, fulfilling their responsibilities everywhere, and taking responsibility for everything. In daily training, we should also pay attention to the cultivation of management subject consciousness. Students are the objects and subjects of school management. In conjunction with our school's efforts to create "self-managed class collectives", we will improve class cadre election, regular rotation system, and full participation in class management, allowing students to organize and host their own activities under the guidance of teachers. Regular student symposiums can be held, student "suggestion boxes" can be set up, and activities to "provide suggestions for class and school management" can be carried out, etc. Schools and classes should pay attention to this problem and adopt useful suggestions, so that students can experience the joys and sorrows of taking responsibility, and cultivate students' caring for the collective and proactive and responsible spirit. In short, the high school stage is a critical period for the cultivation of students' comprehensive quality. It is necessary to comprehensively learn scientific and cultural knowledge, and more attention should be paid to the cultivation of learning ability and the development of healthy personality. The sense of responsibility is a key factor for healthy personality, and is the key to acquiring knowledge and creating. Quality guarantee of value and self-realization. Educating students on social responsibility is a long-term education process. We must seize the opportunity of education, master the methods of education, enhance students' sense of social responsibility, let students develop good habits, and lay a solid foundation for realizing their own value in the future. Base. 2. Cultivation of a sense of responsibility for nature and human beings As we all know, with the rapid development of modern industry, environmental pollution and ecological imbalance have become serious problems facing mankind.
Today, humans are increasingly aware that science and technology are a double-edged sword. On the one hand, humans use it to develop and transform nature for the benefit of humans; on the other hand, because humans do not exploit nature enough, Follow scientific laws without restraint. As a result, the environment that humans rely on for survival has been severely damaged, the earth has been overwhelmed, and humans have been severely punished. Therefore, more and more insightful people are running around shouting: "Give me a clean blue sky" and "Give the green to the earth." "There is only one earth in the world" is not only a modern ecological view, but also a modern educational view. As a cradle for cultivating talents, a base for knowledge transfer and innovation, and an important carrier for inheriting excellent culture and spiritual civilization, the school campus is particularly important to “cultivate a sense of responsibility for nature and humanity”. (1) Scientific demonstration to make the education of responsibility for nature and human beings targeted. To improve students’ awareness of responsibility for nature and human beings, cultivate good environmental protection habits, and determine the goals of education for responsibility for nature and human beings are indispensable. And the determination of goals should move from abstract to concrete, from single to multi-level. We define the goals and tasks of ecological education in primary schools as: (1) To enable students to acquire basic knowledge and perspectives on ecological and environmental protection and understand the simple relationship between humans and nature; (2) To cultivate students’ awareness and sense of responsibility for ecological and environmental protection from an early age, and to standardize daily behavior; (3) enable primary school students to understand the most basic environmental ethics, and cultivate the environmental moral concept of "protecting the environment is glorious, polluting the environment is shameful"; (4) enable students to understand how their families and themselves can protect the ecological environment with practical actions, and be able to In real life, we should show some behaviors of caring for the ecological environment, stop some behaviors that are harmful to the ecological environment, and actively participate in some ecological and environmental protection activities. The specific goals that have been transformed into operable and evaluated items are as follows: 1. Understand the flowers and trees on campus 2. Do not litter and clean up the classroom with the help of teachers 3. Understand the relationship between water and people’s lives 4. Actively participate in the school’s “bending over” activities "Action" (that is, taking the initiative to pick up paper and other garbage when seeing it on the ground) 5. Master preliminary environmental protection knowledge, understand rivers and lakes 6. Develop good living habits, know how to care for the fruits of labor, and actively participate in the school's garbage recycling. 7. Be able to experience the beauty in life and take the initiative to deepen and beautify the campus. 8. Master basic environmental protection knowledge, understand biological knowledge, ecological balance, environmental protection, and learn to classify garbage. 9. Have a strong awareness of ecological environment life, initially identify those that are environmentally friendly, and actively participate in environmental protection practice activities and various environmental interest groups in the school. 10. Understand the close relationship between the earth and human beings, and actively participate in environmental protection publicity activities (2) Cultivate through activities and improve the abilities and qualities of middle school students 1. By carrying out a variety of activities with ecological and environmental education as the theme, campus culture is integrated, and the ability to participate in environmental education activities as a host, care about surrounding environmental issues, and actively participate in optimization Practical activities in the community and campus environment, and personally experience one's sense of responsibility for nature and society. Improving the theme activities cultivates students' awareness of ecological environmental protection, forms a sense of responsibility and positive attitude towards participating in the environment, and establishes a belief in protecting the ecology and beautifying the environment. 2. Through the development and implementation of environmental teaching materials and the penetration into subject teaching, students can master some basic ecological and environmental protection knowledge, understand that protecting the environment should start from themselves and around them, care for the green, get close to living things, and consciously maintain ecological balance . 3. Through the implementation of student project research, students’ hands-on operation and practical abilities will be cultivated, and students’ basic skills for understanding the environment, protecting the environment and managing the environment will be learned. Cultivate the spirit of exploration in students who dare to ask questions and proactively seek solutions to problems. Students' creativity and innovative spirit are cultivated and their abilities are developed in creative activities. More importantly, students' learning has moved from closed to open, achieving the organic integration of in-class knowledge and extra-curricular practice. In order to explore relevant environmental concepts and relationships, students must go out of the classroom and campus to collect information and seek help in the vast nature and society. This process can not only broaden students' horizons and deepen their understanding of environmental issues wholeheartedly, but also help cultivate their emotions, clarify their values, and achieve an organic combination of on-campus knowledge and off-campus practice. Practice has proved that strengthening ecological experience education will inject new vitality into school education and teaching, provide rich materials for quality education, organically combine new educational concepts with new teaching models, and contribute to the construction of students' knowledge world and society. It is very beneficial to improve students' comprehensive quality in both the living world and the spiritual world. 4. Students’ environmental awareness and environmental habits have been cultivated.
Through the ecological moral education experiential education for students, students can understand the environmental pollution suffered by our country and even the entire earth, understand a series of anniversaries related to environmental protection, and understand some knowledge and practices of protecting the ecology and environment. Especially after the "waste collection" campaign was carried out in the school, the children understood that the importance of protecting the environment is to "start from me, start from around me, and start from small things", and formed a good environmental awareness and habit. (3) Extend the influence of education to cultivate a sense of responsibility for nature and humans to families and society. Guide students to actively participate in the ecological and environmental protection construction of campuses, families, and communities, and promote the integration of school moral education with family and community moral education. In the ecological moral education system, individual students are indispensable and irreplaceable "ecological niches". They reflect their own moral values ??in the practice of participating in the construction of moral culture, which is conducive to the enrichment and development of personality. We must realize the limitations of school moral education. School moral education cannot include or replace the moral education of family and community. If school moral education does not pay attention to students’ family and community life, it cannot be said to reflect students’ real life; if school moral education does not take the initiative It is not easy to achieve good results without the cooperation of families and communities. Therefore, students should be guided to actively participate in the construction of moral culture on campus, at home, and in the community. By participating in the above-mentioned construction of moral culture, on the one hand, they can enrich their personality and enhance their sense of responsibility during the activities, thereby consciously cultivating their own morality. , making virtue become conscious awareness, own habits, automatic requirements, moral self-discipline, and living wisdom; on the other hand, it contributes to the formation and development of the ecological system of family and community moral culture, embodies the self-realization of moral values, and reaches the individual The perfect unity of the internal moral value system and the external moral ecosystem. Education to cultivate a sense of natural and human responsibility can only be effective if it is connected with the family and goes deep into reality; only if it goes out of school and goes to society can it expand its influence and take root deeply. The biggest feature of school environmental education is that environmental education is closely connected with family and society, and environmental education interacts with family and society. (4) Overall guidance, competition and motivation. Competition is a way and a catalyst to promote the continuous advancement of education in cultivating a sense of responsibility for nature and human beings. In terms of classroom cultural layout, the "My Class My Home" classroom environment layout competition was launched, requiring the overall layout to reflect learning and culture, and use this as a starting point to continuously beautify and change the class environment, and truly play an educational role. effect. The first is the essence, which requires each class's classroom to be clean and tidy, with tables and chairs arranged neatly, sanitary tools arranged in an orderly manner, and garbage classified. The second is beautification, which requires that each class's environment must have fixed positions such as publicity boards, learning gardens, and team corners. The rest is determined by the class, but the content must be healthy and uplifting, and the design must be beautiful and generous. Thirdly, it is education, which requires each class to independently design, choose and arrange the environment in both content and format. The environment arranged must have the characteristics of the class and the students. During the entire arrangement process, the school launched a "students' environmental concern" survey on the environmental arrangement of each class. Each class has also made appropriate adjustments based on these suggestions, striving to make the entire class environment more acceptable to students, more able to educate students, and more able to attract students' attention. In the entire class environment, the publicity role of the blackboard newspaper is particularly important. However, if each issue of the blackboard newspaper is responsible for the publicity committee member of the class, this will not only make the publicity committee member's workload too heavy, but also make other students in the class lose their focus. There is no opportunity to display, and such a blackboard newspaper is unlikely to get too much attention from students. Therefore, each class basically divides the students into several groups, and publishes the class blackboard newspaper in turn, so that every student in the class can participate in the construction of the class environment, and it is required that each issue of the blackboard newspaper must have three items, that is, a theme , there is a division of labor, and there are articles written by the students in the class themselves, and it is recommended that the articles be written about things related to the class. The school organizes members of the school student union to evaluate the blackboard newspapers of each class twice a month. In terms of dormitory cultural decoration, a dormitory cultural decoration competition with "the best housekeeping, the best hygiene, and the most beautiful environment" was launched, requiring the overall expression of unity and family. And made clear regulations. First of all, the housekeeping and hygiene of the dormitory are the first priority, and the hygiene and tidiness and the placement of items must be in place; secondly, there must be green plants in the dormitory, and dormitory members must understand and protect this green plant; Again, the layout of the dormitories must also be designed and arranged independently by the students; finally, each dormitory must have its own dormitory name. After the decoration of each dormitory, members of the student union also scored the cultural decoration in each dormitory, and selected various winning dormitories for commendation and encouragement.
Although some dormitory layouts appear messy, they also reflect the students' own characteristics. Such layouts not only consume less money for students (most of them are self-made and self-drawn by students), but also cultivate students' hands-on participation ability and awareness of attention. It also makes students know how to take care of the dormitory, making the members in the dormitory more united. Humanity is moving towards the era of ecological civilization, which is a new historical process. With the awakening of human ecological consciousness, there is a strong call for the establishment of a "human"-centered ecological system that is highly coordinated and harmonious with the natural environment and social environment. A new world view - an ecological world view is gradually taking shape.