| Since the sixties and seventies of the 20th century, internet has developed so fast that it has been applied to news, business, entertainment, advertising, communication,education and other aspects of life, creating a second living field, Cyber Society.Compared with realistic society, cyber society provides more freedom of choice for people, while it means that people need to take more responsibility. However, living in cyber society, people has showed social inappropriateness and a lot of behavior anomie problems has occurred, such as internet violence, online plagiarism, network deception and so on In order to promote the healthy development of cyber society,it is necessary to make research on the status and cultivation of middle school students’ social responsibility in cyber society.In the narrow sense, Cyber Society is opposite to Realistic Society and Social Responsibility in Cyber Society is that individual’s conscientious attitude of obligations and negligence from their group memberships and social role in the virtual society. This research mainly adopted literature analysis, Delphi method and questionnaire investigation. First of all, based on the existing literature, the research made the theoretical analysis on the opportunities and challenges middle school students’ social responsibility development has been facing in cyber society and held the view that virtuality of cyber society has been causing the growth of individual subjectivity and the lack of responsibility norms, transcendence of time and space of cyber society has been causing the consciousness of value choice and the decline of value identity, and the flattening of cyber society has been causing the rising of public communication and the complexity of communicating environment. Then, the theoretical dimensionality of social responsibility in cyber society was determined by the Delphi method and it was divided into three first-level dimensions (social responsibility cognition, emotion and behavior in cyber society) and eight second-level dimensions (responsibility cognition about others and collectivity; sense of justice, shame and sympathy; acquiring, transmitting and issuing network information), based on which, the questionnaire was developed and issued, with 2552 effective samples from middle school students in Jiangsu Province.Through the investigation, the main conclusions were drawn: First, middle school students had good social responsibility in cyber society, but having disunity in social responsibility cognition, emotion and behavior in cyber society; Second, the female had higher social responsibility in cyber society than the male; Third,middle school students in the senior year had the lowest social responsibility in cyber society;Fourth, middle school students from democratic family had highest social responsibility in cyber society; Fifth, middle school students from urban areas performed better in social responsibility behavior in cyber society than from rural areas,despite there was no significant differences in social responsibility in cyber society between students from urban areas and rural areas; Sixth, middle school students from the central areas of Jiangsu Province had higher social responsibility in cyber society than from the northern areas. According to the conclusions, the research put forward that paying attention to responsibility practice to promote unity of cognition and behavior, conducting cultivation according to the gender differences,following the age characteristics to senior students’ social responsibility decline,playing the important role of family and adjusting cultivating measures to local conditions.In order to cultivate middle school students’ social responsibility in cyber society systematically,the research attempted to construct the cultivation system further. And it considered that the education objectivity of social responsibility in cyber society is cultivating responsible network citizen, including forming active responsibility cognition, motivating positive responsibility emotion and developing appropriate responsibility behavior. The education content includes cyber security education,cyber moral responsibility education, cyber legal education and cyber democracy education. The education methods should pay attention to responsibility conflict situation, responsibility narration, practical exercise and role-play. And classroom instruction, school culture and network environment are the education carriers of social responsibility in cyber society. |
