本文選題：大學(xué)生 + 社會(huì)責(zé)任感　； 參考：《河北工業(yè)大學(xué)》2015年碩士論文

【摘要】：近年來,黨和國家高度重視學(xué)生社會(huì)責(zé)任感的培養(yǎng),2010年國家中長期教育改革和發(fā)展規(guī)劃綱要將“著力提高學(xué)生服務(wù)國家服務(wù)人民的社會(huì)責(zé)任感”列入素質(zhì)教育的戰(zhàn)略主題,黨的十八大和十八屆三中全會(huì)對(duì)“培養(yǎng)學(xué)生社會(huì)責(zé)任感”分別進(jìn)行了強(qiáng)調(diào)。但是,開展大學(xué)生社會(huì)責(zé)任教育,首先需要對(duì)大學(xué)生社會(huì)責(zé)任感客觀全面的測(cè)度評(píng)價(jià),才能提出行之有效的提升策略,而國內(nèi)對(duì)大學(xué)生社會(huì)責(zé)任感的測(cè)度評(píng)價(jià)往往范圍較小,側(cè)重點(diǎn)各不相同,與之對(duì)應(yīng)的提升策略也就不同,制約著大學(xué)生社會(huì)責(zé)任教育的有效開展。對(duì)大學(xué)生社會(huì)責(zé)任感進(jìn)行測(cè)度是可能,也是必要的。從大學(xué)生社會(huì)責(zé)任感形成機(jī)理角度出發(fā),對(duì)大學(xué)生社會(huì)責(zé)任感進(jìn)行測(cè)度評(píng)價(jià),并進(jìn)行問卷的完善和信度效度檢驗(yàn),形成正式問卷,面向全國范圍進(jìn)行發(fā)放和回收。調(diào)查結(jié)果顯示,大學(xué)生社會(huì)責(zé)任認(rèn)知較弱,大學(xué)生社會(huì)責(zé)任感在性別、年級(jí)和學(xué)科方面存在差異。通過對(duì)大學(xué)生社會(huì)責(zé)任感存在問題的分析,可以從三個(gè)方面著手,對(duì)大學(xué)生社會(huì)責(zé)任感進(jìn)行提升。首先,增強(qiáng)大學(xué)生社會(huì)責(zé)任認(rèn)知,從個(gè)人、學(xué)校、社會(huì)三個(gè)方面采取措施。其次,社會(huì)責(zé)任教育要兼顧性別、年級(jí)、學(xué)科差異。最后,社會(huì)責(zé)任教育要齊抓共管協(xié)同進(jìn)行。
[Abstract]:In recent years, the Party and the state have attached great importance to the cultivation of students' social responsibility. In 2010, the outline of the national medium- and long-term education reform and development plan included "focusing on improving the social responsibility of students serving the country and serving the people" as the strategic theme of quality education. The 18 th Party Congress and the third Plenary session of the 18th CPC Central Committee emphasized the cultivation of students' sense of social responsibility. However, in order to carry out the education of college students' social responsibility, it is necessary to evaluate the college students' social responsibility objectively and comprehensively, so as to put forward effective promotion strategies. However, the domestic evaluation of college students' social responsibility often has a relatively small scope. The emphasis is different, and the corresponding promotion strategies are different, which restricts the effective development of social responsibility education for college students. It is possible and necessary to measure the sense of social responsibility of college students. From the perspective of the formation mechanism of college students' social responsibility, this paper measures and evaluates the social responsibility of college students, and carries on the perfection and reliability validity test of the questionnaire, forms the formal questionnaire, and distributes and reclaims it for the whole country. The results show that the cognition of social responsibility of college students is weak, and the social responsibility of college students is different in gender, grade and subject. Through the analysis of the existing problems of college students' social responsibility, we can start from three aspects to promote the college students' social responsibility. First of all, strengthen college students' social responsibility cognition, take measures from three aspects: individual, school and society. Secondly, social responsibility education should take into account gender, grade, discipline differences. Finally, social responsibility education should be carried out together.
【學(xué)位授予單位】：河北工業(yè)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G641

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