Students' sense of responsibility cultivation sense of responsibility refers to the individual's understanding, feelings and beliefs about himself and others, family and collective, country and society, and the corresponding conscious attitude of observing norms, taking responsibility and fulfilling obligations. Responsibility is not only a psychological quality, but also a moral quality and ability. Cultivating students' sense of responsibility is the need to cultivate qualified builders who dare to face future challenges and shoulder historical responsibilities for the motherland. But in education and teaching, I feel more and more that students are much more lively, quick-thinking and quick to absorb fresh information, which is an advantage that the original students do not have. However, there are many people who are not practical in their studies, do things without considering cause and effect, are not serious and responsible, and generally have the problem of weakening their sense of responsibility. For example, some students put pens and books all over the table, and the drawers are so full that even the schoolbags can't be put down; Some students on duty don't want to clean up and watch other students do their best, but they stand by and watch or play; Some students throw their bags everywhere after eating snacks; Some students often don't do their homework and so on. How can we arouse and cultivate students' sense of responsibility? First, incorporate responsibility consciousness education into regular education. Tolstoy thought: "If a person has no enthusiasm, he will accomplish nothing, and the basic point of enthusiasm is the sense of responsibility." A strong sense of professionalism and responsibility is a prerequisite for a person to do a good job. Without this, even simple work can't be done well. Everyone is born with a sense of responsibility, but it is influenced by environment, education and personality. The strength of responsibility is different. In order to arouse students' sense of participation and ownership in collective affairs, let them always feel that they are the masters of the collective and take the initiative to care about collective affairs. I always "give" collective things to everyone to do, and I am also good at mobilizing everyone to make suggestions for collective problems and share problems. Let the students play the leading role, everyone has a place to play their own value. Teachers can create opportunities for students, so that everyone in the class has something to do, everyone has a responsibility, and everyone is responsible for everything. Strive for every student to find a satisfactory position in the class, so as to make full use of students' desire for expression, arouse their enthusiasm, and let every student taste the hardship and happiness of doing their duty for the collective and others, so as to learn to respect others, often carry out competitions, and cultivate students' sense of responsibility in the competition. At the beginning of this semester, I adopted the The monitor on duty rotation system, so that every student in my class can take turns to do it. As a The monitor on duty, we should assist class cadres to manage morning reading and check class hygiene. We should help the class representatives hand in their homework during recess, and clean up the classroom with the students on duty after school. After such a semester, all students will be rotated at least twice, so that each student can participate in class management, let them start from small things, take collective responsibility as the cohesion point, and cultivate their sense of responsibility. At the same time, I also set up more than a dozen small posts in my class, such as electricity saver (to ensure that the classroom is not turned on), podium organizer and wall cleaner. And give rewards to students who are loyal to their duties in their own small posts, so that they can establish real contact with the collective in specific work, and let them feel the sense of honor after serving the collective, thus generating a sense of responsibility. Second, integrate responsibility consciousness education into classroom teaching. German educator Herbart pointed out: "without moral education, teaching is just a means without a purpose;" If there is no teaching, moral education will become the purpose of losing means. " It is necessary to educate primary school students about their sense of responsibility, infiltrate the ideological and moral education related to classroom teaching knowledge into every class, turn empty education into concrete image education, and make students receive education imperceptibly for a long time. In Chinese teaching, I fully tap the emotional factors in textbooks, stimulate students' imagination and association, guide students to produce emotional voices in the whole process of perception, feeling and moving, and understand the value and significance of self-perception and self-responsibility in self-development. In addition, pay close attention to the education of students' study habits, let them learn to listen carefully, read carefully and do their homework carefully, and let them know at all times that as a student, it is their responsibility to correct their study attitude and work attitude from an early age and cultivate good study habits. At the same time, teachers should set an example and set a good example. What students are required to do, teachers must first do, and educate students with practical actions. For example, ask students not to be late. The teacher should enter the classroom before the bell rings and ask the students to finish their homework on time every day. Teachers should also correct homework and send it to students on the same day, not every other day. A responsible teacher will leave a deep impression on students and will naturally become an example for students. Students' sense of responsibility will be gradually enhanced by teachers' subtle influence. "Moisten things quietly" is the best education, and it is also the education that students are most willing to accept. Third, integrate responsibility education into extracurricular activities. Extracurricular activities are an extension of classroom teaching. On the one hand, they can enrich the structure of our corresponding knowledge, on the other hand, they can make up for some defects in classroom teaching and promote the all-round development of students' morality, intelligence, physique, beauty and labor. At the same time, extracurricular activities are also an important carrier to cultivate students' sense of responsibility. For example, I put forward the requirement of "I add luster to the class" at the beginning of the semester. Using the class meeting class, I organized students to make a class meeting through discussion. Because it was the result of discussion among the students, each student solemnly signed his name on the convention and vowed to work hard to achieve the goal of * * *. At the same time, I also ask students to write a letter of commitment about their shortcomings and correct them. I also instruct students to set up mutual aid groups to cultivate and strengthen their sense of responsibility for serving others. Children are very malleable, and imitation is their nature. Their understanding of the objective world mainly depends on the concrete thinking of images. To cultivate students' sense of responsibility, we should not only rely on slogans or abstract conclusions, but also set vivid examples for them. The power of examples is endless. At class meetings, I often tell short stories of heroes with strong sense of responsibility, such as Wen Tianxiang, a national hero who swore to serve the country, Li Shizhen, a great doctor who worked hard to write Compendium of Materia Medica, Zhou Enlai, a good prime minister who devoted himself to the people, Qian Xuesen, a famous scientist known as the father of China's space flight, and Xu Hu, who is "hardworking and convenient for thousands of families", to inspire students and make them establish a sense of responsibility. Create responsible opportunities for students in life. For example, according to students' interests, teachers and parents let their children keep a flower, a grass and a fish at home, give students guidance on methods, and then let students take responsibility independently, keep observation diaries and communicate with each other in science classes. Flowers bloom, fish grow up, and students also experience the importance and fun of being serious and responsible. In a word, responsibility, as an important personality quality, helps to promote the development of children's good quality, enhance their independence, promote their intellectual development and improve their learning level, which is of great value to their development in all aspects and the success of their future career. "Ten years of trees, a hundred years of tree people." "Educating people" means "sowing seeds" in students' minds and sowing a fiery sense of responsibility. Give students a belief, "I want to be a responsible person", be responsible for myself and others, study hard, live well and be a useful person to society in the future.