Social Responsibility Culture Study In Junior High School History Teaching

With the continuous improvement and development of the socialist market economy,China’s comprehensive national strength has been promoted steadily; people’s livingstandards have improved markedly. However, while we enjoy the outcomes of economic andsocial development, a serious landslide has emerged on social ethics. Numerous viciousincidents of moral decay and a serious lack of social responsibility have appeared. What’smore, the persons who caused the event show a trend of younger age, which has attractedenough attention from the country and society.Junior high school students shoulder the historic task of building the country andreviving the nation. Whether they can develop a strong sense of social responsibility will bedirectly related to the construction of the socialist modernization and the level of the wholesocial moral. However, although generally speaking, the junior high school students arepositive in the area of social responsibility, a considerable part of the junior high schoolstudents still have the problems of being indifferent to the sense of social responsibility,whose outstanding performance is like the following: their value orientations are generallyself-centered while their personal interests, the interests of the family, the collective interests,the national interests and the interests of society can not coexist. Therefore, it is becomingurgent to strengthen junior high school students’ social responsibility.In this paper, the author who works in Weifang Guangwen Middle School take a total of520junior high school students in grades one, two and three as the research objects, and thesubject of history the author teaches as the study carrier. From the following three sections,the author explores the social responsibility issues of the junior high school students inmiddle school’s history teaching. The first part, through the way of questionnaire survey,clearly understand the stage of junior high school students’ social responsibility and analyzethe causes; the second part, understand clearly the necessary goals to achieve of developingsocial responsibility in the junior high school history teaching; the third part, discuss thestrategy of culturing the sense of the junior high school students’ social responsibility in highschool history teaching; the forth part, emphasize the principles and the problems to achieve of developing social responsibility in the junior high school history teaching. The author notonly pays attention to the junior high school students groups who are in the important periodof forming the sense of social responsibility, but also pays attention to showing the uniqueadvantage of history in terms of social responsibility culture.