Learning Moral Anomie Of College Students And Its Solution

Undergraduates’ codes of conduct standardize their learning behaviours. There are much anomie of learning morality in undergraduates’ learning activities, including moral anomie in classes, such as breaking class rules, absenting minds, disturbing others, making noises, messing classroom, and producing smell by eating food; moral anomie in study room, such as deregulation, inattention, and violation of social morality; and moral anomie in exams, such as cheating on exams, keeping communications on, and contradicting invigilators.The causes of moral anomie in undergraduates’ learning are summarized as follows:at the beginning, cognitive deficiency of learning morality. Undergraduates have unprofound understanding on the relationship between learning behaviour and morality. Secondly, no experience of happiness in the learning process. Some undergraduates feel no happiness but bitterness in process of learning. Next, dishonesty in study. Part of undergraduates use confused means and undetectable tricks to get better results. Fourthly, immodesty in study. Some undergraduates are too proud to higher himself(herself) and lower others and pour scorn on others’ advantages. Moreover, lack of selfcontrol on learning behaviours. Undergraduates are subject to irrational desires and pay too much attention to leisure enjoyment. Finally, fear of learning difficulties. In the face of learning difficulties, undergraduates are lack of enough courage and easy to cheat or give up.We should promote the levels of undergraduates’ learning morality in order to correct behaviours of moral anomie in study and guarantee the progress of students’ learning activities. Firstly, building effective learning ethics, based on happy learning principle and with honesty, modesty and bravery for specific norms. Secondly, realizing learning ethics to the greatest extend via the following routes:strengthening moral education and making up for cognitive deficiency of undergraduates’ learning morality by precept and example; bringing learning ethics into undergraduates’ learning activities and making them behave ethically in study by aspiration and execution; making them judge the consistency between learning behaviours and learning ethics by introspection, while encouraging and promoting the ethical learning behaviours and criticizing and correcting the unethical ones by reward and punishment.