Empirical Research And Evaluation Of Social Responsibility Education Climate In HEIs

Since the 18th National Congress of the Communist Party of China proposed that “to fully implement quality education,it is necessary to cultivate students’ sense of social responsibility,practical ability and innovative spirit”,the state has continuously issued documents emphasizing the importance of cultivating students’ sense of social responsibility,especially for college students’ social responsibility education.Widely aroused the attention of all walks of life.Among them,in order to encourage colleges and universities to actively implement social responsibility education,the Department of Education of Anhui Province stated in the Third Plenary Session of the 18 th Central Committee that “persist in morality and foster people,strengthen the education of the socialist core value system,and enhance students’ social responsibility,innovative spirit,and practical ability.Under the strategic deployment of ",the "Opinions on Deepening Teaching Reform in Colleges and Universities and Strengthening College Students’ Social Responsibility Education" was issued in 2015.The opinions emphasized that colleges and universities should fully understand the importance and urgency of the cultivation of college students’ social responsibility education and actively create a good climate for social responsibility education requires a new path of social responsibility education through the reform of the credit system.However,in specific practice,to what extent colleges and universities have implemented social responsibility education work,and what practical problems exist in the implementation,we do not know.In order to solve this practical problem and help improve the effectiveness of social responsibility education,we start with the evaluation of the social responsibility education climate in colleges and universities,try to measure the effectiveness of the implementation of social responsibility education in colleges and universities,and dig out and analyze the shortcomings in the implementation of the work.Help colleges and universities create a good social responsibility education climate.This article aims at "evaluating the climate of social responsibility education in colleges and universities",based on the core concept of "university social responsibility education climate",based on Lewin’s "field theory",Moose’s "social environmental structure theory",Pascarella(E.Pascarella)’s "change evaluation model" theory and learning input theory,based on existing foreign research,maturity scales and expert opinions,constructed a college social responsibility education climate evaluation framework,and on this basis,compiled a college society Responsible Education Climate Scale(CU-SRECI).After the reliability and validity test of the scale,the social responsibility education climate of colleges and universities is divided into five dimensions: teacher-student relationship,peer relationship,teaching orientation,student development,and organization management,and the five-factor model of climate evaluation is constructed.The fitting indicators all meet the requirements of psychometrics,and can be used as an evaluation tool for college social responsibility education climate.Based on this,in the context of the reform of the credit system for social responsibility education in Anhui Province,the University Social Responsibility Education Climate Scale was expanded to an Anhui University Social Responsibility Education Climate Questionnaire,and the questionnaire link was forwarded to Anhui in the form of "questionnaire star" Among the student groups of universities in the province.A total of 4000 questionnaires were returned,3148 valid questionnaires were received,and the effective response rate was 78.7%.After descriptive statistical analysis,difference analysis,correlation analysis,and regression analysis of the returned questionnaires through SPSS21.0 software,the research results show that:(1)The level of social responsibility education climate in colleges and universities in Anhui Province varies from one level to another,but the overall level is above average Level,teacher-student relationship,peer relationship,teaching orientation,and student development organization management scores in five dimensions:student development>organization management>peer relationship>teaching orientation>teacher-student relationship;(2)The frequency of participation in social responsibility activities by college students is not 1.The time required by the credit system has not been met;(3)There are significant differences in the perceived impact of individual characteristics of students and the characteristics of colleges and universities on the climate of social responsibility education(4)The climate of college social responsibility education and the frequency of college students’ participation in social responsibility education activities are significantly positive Relevant,and the higher the students’ perception of peer relationships and student dimensions,the higher the frequency of participating in social responsibility education activities.