本文選題：當(dāng)代中職生 + 社會(huì)責(zé)任感　； 參考：《華中師范大學(xué)》2013年碩士論文

【摘要】：社會(huì)責(zé)任感是中職生的必備素質(zhì),它的強(qiáng)弱直接反映了中職生素質(zhì)的優(yōu)劣。受社會(huì)、西方文化、家庭、學(xué)校、同輩群體等多方面的影響,當(dāng)代中職生普遍存在著社會(huì)責(zé)任感缺失的現(xiàn)狀,“少年強(qiáng)則國(guó)強(qiáng),少年興則國(guó)興”,提高中職生的社會(huì)責(zé)任感意義重大。它不僅是是實(shí)現(xiàn)我國(guó)中等職業(yè)教育人才培養(yǎng)目標(biāo)的根本要求,也是增強(qiáng)學(xué)校德育工作的有效舉措,對(duì)構(gòu)建和諧社會(huì)、實(shí)現(xiàn)中華民族偉大復(fù)興有著重要的意義。 本文借鑒國(guó)內(nèi)外的相關(guān)理論,就當(dāng)代中職生社會(huì)責(zé)任感缺失這一問(wèn)題深入探索,采用文獻(xiàn)研究、問(wèn)卷調(diào)查、個(gè)人訪談、案例分析的研究方法,針對(duì)當(dāng)代中職生的特點(diǎn),提出中職生社會(huì)責(zé)任感的新含義,拓展了中職生社會(huì)責(zé)任感的外延；并依據(jù)調(diào)查數(shù)據(jù)結(jié)果具體分析了中職生社會(huì)責(zé)任感缺失的表現(xiàn),寬角度、多方位地分析其原因及對(duì)策,為中職學(xué)校加強(qiáng)中職生社會(huì)責(zé)任感教育提供了素材。 全文除引言外共分為四大部分,第一部分提出中職生社會(huì)責(zé)任感的概念,它除了包含傳統(tǒng)意義上的他人責(zé)任感、集體責(zé)任感、家庭責(zé)任感、國(guó)家責(zé)任感外,又增添了職業(yè)責(zé)任感和自我責(zé)任感。第二部分根據(jù)問(wèn)卷調(diào)查的結(jié)果分析當(dāng)代中職生社會(huì)責(zé)任感缺失的表現(xiàn)：中職生對(duì)社會(huì)責(zé)任感有良好的認(rèn)知,但在行動(dòng)上卻知而不行、知行分離；對(duì)社會(huì)責(zé)任感的理解多狹隘化,將社會(huì)責(zé)任感簡(jiǎn)單地理解為自我責(zé)任感和家庭責(zé)任感,而忽略了他人責(zé)任感、集體責(zé)任感、職業(yè)責(zé)任感及國(guó)家責(zé)任感；社會(huì)責(zé)任感缺乏穩(wěn)定性并呈功利化、實(shí)用化的趨向。第三部分提出市場(chǎng)經(jīng)濟(jì)的負(fù)面效應(yīng)、網(wǎng)絡(luò)媒體的負(fù)面影響、西方文化的沖擊、家庭結(jié)構(gòu)的變化及父母教養(yǎng)方式的不當(dāng),學(xué)校德育方法的單一、同輩群體的影響、中職生較低的自我意識(shí)水平是當(dāng)代中職生社會(huì)責(zé)任感缺失的原因。第四部分從我國(guó)古典文學(xué)、國(guó)外教育模式中汲取經(jīng)驗(yàn),探索提高當(dāng)代中職生社會(huì)責(zé)任感的相應(yīng)對(duì)策,提出社會(huì)應(yīng)重視公民道德教育和社區(qū)教育；學(xué)校要重視校園文化建設(shè)和實(shí)訓(xùn)基地建設(shè)、不斷推進(jìn)思想政治課程改革、實(shí)施養(yǎng)成教育和感恩教育；家長(zhǎng)要改變家庭教養(yǎng)方式、教育模式；發(fā)揮榜樣示范的作用內(nèi)化中職生社會(huì)責(zé)任感；通過(guò)修身教育增強(qiáng)自我責(zé)任感。
[Abstract]:Social responsibility is the necessary quality of secondary vocational students, its strength directly reflects the quality of secondary vocational students.Influenced by society, western culture, family, school, peer group and so on, contemporary secondary vocational students generally have a lack of social responsibility.It is of great significance to improve the social responsibility of secondary vocational school students.It is not only the basic requirement to realize the goal of cultivating talents in secondary vocational education, but also an effective measure to strengthen the moral education in schools, which is of great significance to the construction of a harmonious society and the realization of the great rejuvenation of the Chinese nation.Based on the relevant theories at home and abroad, this paper explores deeply the problem of the lack of social responsibility of the contemporary secondary vocational students, and adopts the research methods of literature research, questionnaire investigation, personal interview, case analysis, aiming at the characteristics of the contemporary secondary vocational students.This paper puts forward the new meaning of the social responsibility of the secondary vocational school students, expands the extension of the social responsibility of the secondary vocational school students, and analyzes the causes and countermeasures of the lack of the social responsibility of the secondary vocational school students on the basis of the survey data.It provides material for secondary vocational school to strengthen the education of social responsibility of secondary vocational school students.The first part puts forward the concept of social responsibility of secondary vocational school students, which includes the traditional sense of responsibility of others, collective responsibility, family responsibility, national responsibility.It also adds a sense of professional responsibility and a sense of self-responsibility.The second part is based on the results of the questionnaire survey to analyze the contemporary secondary vocational students lack of social responsibility: secondary vocational students have a good sense of social responsibility, but not in action, knowledge and practice are separated; the understanding of social responsibility is more narrow.The social responsibility is simply understood as the sense of self-responsibility and the sense of family responsibility, while the responsibility of others, the sense of collective responsibility, the sense of professional responsibility and the sense of national responsibility are ignored, and the social responsibility is short of stability and tends to be utilitarian and practical.The third part puts forward the negative effect of market economy, the negative influence of network media, the impact of western culture, the change of family structure and improper parenting style, the single method of school moral education, the influence of peer group.The low level of self-consciousness of secondary vocational students is the reason for the lack of social responsibility.The fourth part draws the experience from the classical literature of our country, the foreign education pattern, explores the corresponding countermeasures to improve the social responsibility of the contemporary secondary vocational students, and puts forward that the society should attach importance to the civic moral education and the community education;The school should attach importance to the construction of campus culture and practical training base, promote the reform of ideological and political curriculum, carry out the education of cultivation and gratitude, parents should change the way of family upbringing and the mode of education.Play the role of role model internalize the social responsibility of secondary vocational students; strengthen self-responsibility through self-cultivation education.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G715

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本文編號(hào)：1731282