Present Situation And Thinking Of Morality For “Post-90s” College Students

Ancient says: "make credit guideline, abide by moral principles." The basic problem of moral is conducted oneself, it is an important task to solve moral problems college student for college morality education. Now "post-90" students are the main groups in the college campus, their minds and ideology has its own characteristics, and they have their own moral understanding and cognition.This paper applies the survey method to analyze the morality situation of “post-90s” college students in Chengdu area, and then the situation for morality education is described. There are three important points as following.First, the morality of “post-90s”college students is generally good, but the individual adverse circumstances cann’t be ignored. We apply the questionnaires to survey the integrity view, interest view, Love view, social morality, family virtue, and network ethics of “post-90s” college students in Chengdu area. According to the results of the survey, we find negative situations of morality in the “post-90s” college students, they focus on these aspects: self-interest orientation, lack of ethical values, misconduct of interest choice, and fall of marriage moral. However, some major problems of moral education will be influenced the morality development of “post-90s” college students, for example the body function of education is not in place, the subject and object of education is not effective docking, educational content is not convincing and the form of education activities needs further to be innovated.Secondly, we had analyzed the negative situations of “post-90s” college students and main problem of moral education. In the period of social transformation, the causes of the current college students’ moral problems are multifaceted, there are three main reasons. “Post-90s” college students need to be improved in the aspects of moral self-discipline and moral self-reflection. On the one hand, it is the basic moral constraints of students’ failures. On the other hand, cautious capacity of "post-90s" college students needs to be improved. And more and more impetuous and division of social and cultural environment has become the negative impact of college students’ moral problems. Additionally, moral education itself also exist some problems, which are mainly the lack of pertinence and effectiveness of education for morality. we found that moral education is the root of problem of university students’ moral negative situation. On the basis of this analysis, college moral education problem is that the main subject of education function is not in place, the subject and object of education is not effective docking, educational content is not convincing and educational activities education needs innovation.Finally, exploring the impact of negative situation, reasons and morality education for college students, we have carried on the discussion and analysis of "post-90s" college students’ moral outlook and strategy of education, and put forward the "post-90s" students’ moral guidance and education countermeasures. Based on foundation of the Marxism human theory and Piaget’s cognitive theory, the main objective of moral education, basic principles, main countermeasures are described. Through the good moral consciousness, healthy moral psychology, excellent moral capacity, we combine the reality and dummy, theory and practice, principle and flexibility, and thought and fun to study the morality education. Eight major measures and countermeasurements are put forward. One is to build a large pattern of moral and consciousness, and to create a good atmosphere of moral awareness for people education. Second is to perform "two requirements” and improve the relevance of moral education. Third is to promote inside and outside class education to strengthen the status of morality education. The fourth is to do "Three Teams" construction to improve the overall quality of moral education team. The fifth is the emphasis on heart education to culture “post-90s” students’ good moral consciousness. The sixth is to enhance the moral consciousness to improve the ability of “post-90s” college students’ cautious capacity. The seventh is to promote the institutionalization to guarantee “post-90s” college students’ morality education effectiveness. The eighth is to strengthen colleges and network environment regulatory to cultivate a good educational environment. As mentioned above, main purpose is to improve the "post-90" college students moral education actual effect, and to improve the moral level of "after 90" college students.