本文選題：高中生　切入點(diǎn)：思想政治　出處：《山東師范大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

【摘要】：中華民族五千年來創(chuàng)造的優(yōu)秀文化造就了我們很多優(yōu)良的品質(zhì),其中社會(huì)責(zé)任感就是十分重要的一個(gè),很多耳熟能詳?shù)脑娫~歌賦都體現(xiàn)了我國(guó)歷代仁人志士強(qiáng)烈的社會(huì)責(zé)任感。然而,時(shí)代越發(fā)展,似乎人們的社會(huì)責(zé)任感越來越弱,古代有那么多的愛國(guó)將士,可是現(xiàn)代有多少人出國(guó)留學(xué)之后被國(guó)外的條件吸引,沒有再回到祖國(guó)的懷抱。高中階段是青少年成長(zhǎng)的關(guān)鍵時(shí)期,這一階段他們的三觀逐步形成。隨著經(jīng)濟(jì)的發(fā)展,人們的生活條件不斷提高,家長(zhǎng)對(duì)孩子過于疼愛,幾乎替孩子包辦一切,導(dǎo)致他們意識(shí)不到自身應(yīng)負(fù)的責(zé)任。我們國(guó)家的未來屬于青少年,他們是國(guó)家的主人,未來建設(shè)祖國(guó)的重任毫無疑問的落在青少年的肩上,因此加強(qiáng)對(duì)高中生的社會(huì)責(zé)任感教育是培養(yǎng)他們良好道德素質(zhì)的重要環(huán)節(jié),必須引起廣大教育工作者尤其是思想政治教師的關(guān)注。筆者結(jié)合自身教育實(shí)踐經(jīng)歷和高中思想政治課具體內(nèi)容就如何培養(yǎng)學(xué)生的社會(huì)責(zé)任感提出自己的建議和對(duì)策,希望對(duì)高中政治教師培養(yǎng)學(xué)生的社會(huì)責(zé)任感的途徑和方法提供一些參考。本文正文部分主要包括三個(gè)部分,主要為社會(huì)責(zé)任感的具體內(nèi)涵剖析、高中思想政治課培養(yǎng)學(xué)生社會(huì)責(zé)任感現(xiàn)狀調(diào)查與問題分析、高中思想政治課培養(yǎng)學(xué)生社會(huì)責(zé)任感的主要策略進(jìn)行了詳細(xì)的闡述。第一部分是與社會(huì)責(zé)任感相關(guān)的概念簡(jiǎn)述,首先理清了什么是責(zé)任和責(zé)任感,其次分析了社會(huì)責(zé)任和社會(huì)責(zé)任感的區(qū)別。在生活中扮演不同的角色相應(yīng)的就承擔(dān)特定的責(zé)任,能夠表現(xiàn)一個(gè)人責(zé)任感的方面有很多,本文主要論述社會(huì)責(zé)任感。其次,從學(xué)生、課程、民族和國(guó)家的角度具體闡述了培養(yǎng)高中生社會(huì)責(zé)任感的意義。第二部分是通過調(diào)查問卷和觀察法對(duì)高中生社會(huì)責(zé)任感現(xiàn)狀以及思想政治課存在的問題進(jìn)行分析。我們?cè)诜治鲆粋�(gè)問題的時(shí)候必須要弄明白問題的現(xiàn)狀以及造成問題的原因,所以我首先通過調(diào)查問卷進(jìn)行了數(shù)據(jù)統(tǒng)計(jì)和分析,了解高中生社會(huì)責(zé)任感目前的具體狀況。其次,根據(jù)現(xiàn)狀分析造成這些問題的原因和影響因素,以便針對(duì)性的提出具體措施。第三部分是高中思想政治課培養(yǎng)學(xué)生社會(huì)責(zé)任感的主要措施。這部分主要解決的是怎么做的問題,當(dāng)然也是本文重點(diǎn)要論述的部分,針對(duì)第二部分的問題提出針對(duì)性的措施,主要從六個(gè)角度提出詳細(xì)的建議,并附帶案例以便于理解。
[Abstract]:The excellent culture created by the Chinese nation over the past five thousand years has created many excellent qualities, among which the sense of social responsibility is one of the most important. Many familiar poems and poems embody the strong sense of social responsibility of Chinese people with lofty ideals in the past dynasties. However, with the development of the times, it seems that people's sense of social responsibility is getting weaker and weaker, and there were so many patriots in ancient times. However, how many people in modern times have been attracted by the conditions abroad after studying abroad and have not returned to the embrace of the motherland. High school is a crucial period for young people to grow up. In this stage, their three views are gradually formed. With the development of the economy, People's living conditions are constantly improving, parents love their children too much and do almost everything for them, leading them to be unaware of their own responsibilities. The future of our country belongs to young people, who are the masters of the country. There is no doubt that the task of building the motherland in the future falls on the shoulders of young people. Therefore, strengthening the education of social responsibility for high school students is an important link in cultivating their good moral quality. It is necessary to arouse the attention of educators, especially ideological and political teachers. The author puts forward some suggestions and countermeasures on how to cultivate students' sense of social responsibility in combination with their own educational practice and the specific contents of ideological and political courses in senior high schools. I hope to provide some references to the ways and methods for high school political teachers to cultivate students' sense of social responsibility. The main text of this paper mainly includes three parts, mainly for the specific connotation of social responsibility analysis, The present situation investigation and problem analysis of cultivating students' social responsibility in high school ideological and political course, and the main strategies of cultivating students' social responsibility in high school are expounded in detail. The first part is a brief description of the concepts related to social responsibility. First of all, it clarifies what is responsibility and responsibility, and then analyzes the difference between social responsibility and social responsibility. Those who play different roles in life should bear specific responsibilities. There are many aspects that can show a person's sense of responsibility. This article mainly discusses the sense of social responsibility. Secondly, from the students, the curriculum, The second part is to analyze the current situation of high school students' social responsibility and the problems existing in ideological and political course through questionnaire and observation. When we analyze a problem, we have to understand the current situation of the problem and the cause of the problem. So first of all, I conducted data statistics and analysis through the questionnaire to understand the current situation of high school students' social responsibility. Secondly, according to the current situation, I analyzed the causes and influencing factors of these problems. The third part is the main measures to cultivate students' sense of social responsibility in high school ideological and political courses. This part mainly solves the problem of how to do it, and of course, it is also the part that this article will focus on. Aiming at the problems of the second part, this paper puts forward some specific measures, mainly from six angles, and gives some examples to facilitate the understanding.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.2

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