Study On The Optimization Of Learning Environments To Promote The Internalization Of Responsibility

This study is designed to promote responsibility internalization. After demonstrate the characteristics of contemporary responsibility education, I explore the mechanism of responsibility internalization and the learning theory which support the responsibility internalization, based on the psychology and learning theory. On this basis, I summarize and conclude the teaching methods that can potimize the learning environment of responsibility internalization. This thesis can be divided into introduction and three chapters roughly.In the Introduction, introduces the research origin and the train of thourght, and summarize the relevant theory of responsibility research,and then define the concept of responsibility and responsibility internalization.In the first chapter, use the United States, Singapore and China for typical to analyze the attention and the characteristics of their responsibility education, that is in order to find the measures which can promote responsibility internalization and the existing problems.In the second chapter,by the responsibility motives and psychology, this thesis discuss study the different levels and characteristics of responsibility internalization. Responsibility internalization can be divided into two levels: obey external requirements and emerge internal needs. The internal needs can bi divided to Emotional satisfaction and rational analysis. And the rational analysis includes instrumental Rationality and Value Rationality. Responsibility internalization in deferent levels have the characteristics of balance, complexity, sequence and equality。Then I establishe the structure model of responsibilities psychological which suitable for education teaching. This structure model include three parts:cognition, emotion and behavior of responsibility. This chapter provide a theoretical support to the optimization of responsibility internalization. In the third chapter, I attempt to solve the problem of the effectiveness of responsibility internalization. I discuss the learning characteristics of responsibility education, by the learning theory and learning environment. I think the cognition of responsibility has subject constructiveness, the responsibility internalization has context and sociality. And learning environment can be roughly divided into three elements:learning content, learning support and learning social influence. Lastly, I try to go from theory to practice, link those teaching mode with practical teaching and reflection, thus can solve the problems in the practical teaching better.