A Study On The Consumption Values ​​of High School Students

In background of world economic recovery and greater downward pressure on China’s economic development, the18th CPC National Congress put forward "expanding domestic demand", particularly treat the expansion of domestic consumption demand as the strategic basis for China’s economic development. To strengthen guidance over consumption values is not only beneficial to the country’s economic development, but also helps to better meet the needs of individual consumers. High school stage for individuals, the early stage of socialization, is one of the most important periods in life, when their outlook on life and values are formed. High school students are the main force of future consumption. Guiding their consumption values does not only help to improve their personal qualities which promote their overall development, but also enables them to satisfy current social requirements-" practice strict economy and combat waste ". Then high school students learn to take responsibility in consumption, meanwhile, economic and social development is going on in harmony.This paper addresses the concepts of consumption values of high school students based on theory, using questionnaire and observation methods. Through communicating with students and combining research data with students’characteristics, the author made a " high school Consumption Values Questionnaire " for200high school students, which provides a theoretical inquiry and data support for the existence of the problem of consumption values for high school students and the countermeasures analyses.On the basis of the questionnaire collation and analysis, mainstream consumption values in high schools are reasonable:the consumption structure extends into disparate fields; consumers’behavior tends to be optional; consumption psychology has a tendency to be complicated. But some high school students suffer from some problems, such as putting too much emphasis on material comfort, discounting spiritual culture, paying attention to the symbolic value of goods, lack of unity of knowing and doing, having a misunderstanding of thrift and so on. For these problems in this article, the author searches out the root of them from the external environment-family, school, society, and inner factors-special characters in puberty. In the strategies of guidance over students’ consumption values, insist on the principle of combining inheritance and innovation; put forward moderate consumption values to avoid blindly rational ones, aiming at developing environmentally-friendly consumption values. Insist on a combination of education and self-education principles and practice the principle of unity of knowledge and action to stimulate high school students’ self-awareness and positive self-education. In the boot process, pay attention to the combination of theory and practice, respect the emotional experience of high school students, and emphasizes the inner-turning process of correct consumption values. Be fully aware of the role of education in and out of school. In guiding students’consumption values, give full play to the family, school, community and high school itself. Because of the particularity of school education, its position should be highlighted. The school has the responsibility to contact the family and other education forces actively in all aspects of society, improving coordination and helping to form resultant forces on consumption values. At the same time, the school cannot ignore self-education of students. On the foundation repeating students’ physical and psychology particularity, instruct them to build proper consumption values on their own through self-education. By making use of inner and outer factors, make the guidance of consumption values effective.