| Personality is the most popular topic in the field of education currently, and it is also one of the biggest concern in the worldwide education reform. "The principle of respecting personality" as the basic principle of education reform has been stressed many times in Japan in recent years. American education values personality and carries out individual teaching method. Education reform of former Soviet Union had different characters in different periods, but "Completely develop personality and maximum fulfill personal talent" has always been its major purpose. In China personality used to be regarded as a patent of bourgeois and misunderstood with "individualism" and "anarchism", so it was once accepted that personality is likely to impair collectivism and patriotism. With the development of knowledge economy, "Scientific technology is the first productivity" has become the most basic factor to promote the social progress. In fact, scientific competition is really a competition of human resources. The contemporary society is developing toward the trend of internationalization. The gradually increased cooperation and communication in aspects of trade, culture, science and technology among the world countries require us to respect and develop personality on the basis of nationality and diversification. Collective education is the most important content of Marxism educating thought. According to Marxism theory, individual could not develop its entire capability without involving himself in the collectivity. Vikosigy regarded teaching activity as a kind of communication activity. He thought education is a process of mobilizing enthusiasm of students and teachers, as well as the environment between the students and the teachers. The environment that he meant was the students class collectivity. He reiterated that the teachers must be good at organizing the class collectivity, the minim society, during classroom teaching. The Chinese traditional education has been focusing its stress on individual psychology, rather than collective psychology, ignoring the importance of harmonious human relations between teachers and students, students and students. This format results in singularity in classroom communication. Besides, it hardly involves moral content during students intellect activity, only concentrating on book teaching instead of moral educating, and ignoring the training of students'creativity and independence during their classroom teaching. All this leads the collective training beyond the classroom teaching so that the students' personality development may be prevented. This thesis is written on the basis of analyzing and researching the related documents about personality and collectivity, referring to the experience of excellent teacher in charge of class and combining the writer's years' attempt in promoting senior high school students personality development in class collectivity construction.The thesis is made up of four chapters. Chapter one defines the concept of personality, analyzes the construction and expatiates the characteristics of senior high school students.Chapter two introduces the class genesis, limitation and three stages of class collective development, especially analyzes the action of senior high school class collective organization for promoting senior high school students personality development. Chapter three discusses the importance of human relation in theory; analyzes the factors which affects human relationship and analyzes the function of collective teaching method and introduces concept, characteristic, function and social psychological foundation of co-activities. Chapter four puts forward three strategies for hastening senior high school student personality development. That is, establishing harmonious human relation; adopting layered teaching method to achieve the target with different grades; developing senior high school student personality during the co-activities with multiple formats, wide contents and plentiful creativities.
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