As the moment typing in Chinese is still ineffective, it would be better to type in English.

The year 2009 eventually end. It is really a tough year. Events happening continuously throughout the 3-month period doing FYP, so I would like to note them down, and so is the feelings.

It all starts with a project list shown to us by applied physics department in year 2.

On the list, there are numbers of selection containing different project titles and supervisors. Every student should choose one project, and the chance selecting desire project is limited to GPA. Among those selections, 2 projects are high-lighted and quoted as “External working. Ideally for WIE student”. As a PolyU student, Work-Integrated-Education (WIE) should be completed for every Engineering Physics students somehow. With the best efficiency one could make, there is a possibility combining WIE with project in order to save time and resources.

With no doubt, I get that choice easily. And so the project should start at the beginning of year 3. However, no one can imagine the dawn of nightmare…

With all the expectation granted from the project list, it would a polite behavior visiting the supervisor in advance. During the conversation, an astonishing message is given to me: the high-lighted quote should be completed in the summer, or say, the WIE claimed should end before the year 3 semesters 1. Nice! After a discussion, the solution would be a one-more-weekly-project-day. That should be a solution anyway. Then, I and another student selecting similar project nature should go to external working places within that week.

Guess what? Another problem arises. The person-in-charge outside PolyU has different meetings for almost 2-weeks… Okay, then we study the project related materials instead. With the delay of the first meeting time, we should work harder for better expectation.

“Bad things never happen lesser than 2 times”, when the meeting is eventually made, our lovely supervisor discuss with another external person-in-charge, we soon discover that we will no longer work on the pre-determined project. To their interested, we now work on new projects without titles: we simply work on tasks given by them. At this stage, I am assigned with Photovoltaic Manufacture (PV), in another word, solar cell. That sounds like an easy task that I do really believe.

So, another week is spent on discussion and planning with external staff. The first four weeks focus on general discussion and analysis of current PV technologies. As a student with no experience on research field, it is a difficult task. Exchanging knowledge and finding with external staff become an exhausting work without appropriate current objective. With all the time and effort being made into it, 6 weeks have gone.

Soon an intermediate interview is made with the supervisor team around week 7. At that moment, a basic deposition is almost completed with research staff. That is a really frustrating interview I assume. The interviewee keep asking questions on the development of the PV, the way making it, what am I doing, how many samples I have done, and so on. I keep answering the questions without concerning the time. Eventually, a 10 minutes interview become half an hour. Oh, my grading…

To have usage of the resources in external location, some of the analysis is done outside PolyU. Facilities are booked with long waiting period, questions are being asked form both sides that I cannot fully answer, and problems accumulated either. A couple of weeks later, another facility could be used and I am told that I could use some help from both sides. Keep working within PolyU, external complain; keep working in external facilities, I will have no time on project. Beyond that, I have changing project titles every time talking with supervisor.

And so?

I lost my temper and following orders. I do not want to care about whoever or whatever. Finding the sequence of completion, it should be a better way out of trouble. That is the very first time I was yelled by another guy. Soon after the mid-term, work continues. And the time now is November.

That could be a relatively easy time I later define it. Work go pretty smooth, and knowledge build up step by step. Although working in external location, life is pretty enjoyable except the long traveling time.

Then another set of problem emerges. A vital facility in PolyU will be shut down for several months. Characterization of thin film is not the way the external staff required. Study become harder and harder and more time should be put beyond the project. Some financial problem surrounds my family. What the… I really want to surrender, I have no more effort could be spent on them…

If I quit, life could be a whole lot easier. But, I will lose valuable experience I later realize, and I will be named “loser” for the rest of my life.

“Never give up, never surrender!” is what Commander Peter Quincy Taggart played by Tim Allen in Galaxy Quest said. And so I keep putting effort into the project. With the inflation on work done is discovered for almost the end of the semester, another “wake-up called” is delivered to me. This time, it’s my helper. Thanks to her, the bottle-neck is broken-through together with some revolutionized knowledge learnt from some books.

And so I grow, again.

During the exam, I am asked with the work currently doing. Surprisingly, I can answer the question well and clear, with confident on the progress of the project. Next is the mid-term presentation.

And I know, I am no longer myself, anymore.

This is only half of the game, where I still have half of the time. I am sure I can make it with myself my way. The more the challenges, the more the experience I will have. With all the skills, knowledge and techniques I have now, I can see a wonderful future on my hand.

P.S. A special thanks to all individual involved in this projects so far. You tech me a lot on academic, and even more beyond that, I know.

杜娟

(鄭州大學校報編輯部主任)

摘 要

自我教育是大學生按照社會要起對自己自覺實施的教育，在公民責任意識教育中起著重要作用。大學生公民責任意識的自我教育可以通過全面認識自我和努力完善自我來實現。

關鍵字

大學生；公民責任意識；自我教育

On Self-education in University Student Citizen Responsibility Education

Du Juan

(Journal of Zhengzhou University, Zhengzhou University, Zhengzhou, China 450001)

Abstract

Self-education plays an important role in citizen responsibility education. Self-education in University Student Citizen Responsibility Education can be realized by way of wholly understanding and improving themselves.

Key words

university student; citizen responsibility; self-education

意識是在社會實踐活動中產生的，是借助於語言對客觀世界的高級反映形式，是心理發展的高級階段，具有自覺性和能動性兩個特點，這決定了人對客觀世界的反映是一種有目的的行為，同時也決定了人不僅能認識客觀世界，而且能夠改造世界。1當這種意識指向公民責任時，就是公民責任意識。自我公民責任意識同時包含著對自身責任的反映和改造。

一、 自我公民責任意識的結構

自我公民責任意識是一個具有多維度、多層次的複雜心理系統，可以從內容和形式上進行分析。從形式上看，自我公民責任意識可以表現為認知的、情感的和意志的，分別稱為責任認識、責任體驗和責任調控；從內容上看，可以分為生理自我、心理自我和社會自我。

自我公民責任認識是責任意識的認知成分，指個體對生理自我（如身高體重、外貌等意識）、心理自我（如思維活動、個性特徵等意識）和社會自我（如人際交往、民主活動、權力、地位等的意識）的認識，包括自我公民責任感覺、公民責任觀察、公民責任觀念、公民責任分析和公民責任評價等層次，其中，自我公民責任概念和公民責任評價是個體公民責任認識中最主要的方面，集中反映個體自我公民責任認識乃至公民責任意識的發展水平，也是個體自我公民責任體驗和公民責任調控的前提。

自我公民責任體驗是責任意識的情感部分，在自我責任認識的基礎上產生，反映個體對自身責任所持的態度，包括自我感受、自尊、自愛、自信、自卑、內疚、自豪感、成就感、效能感等層次。其中，自尊是個體自我責任體驗中最主要的方面。

自我公民責任調控是責任意識的意志部分，指個體對自己責任行為與心理活動的自我作用過程，包括自立、自主、自律、自我監督和自我教育等層次。其中，自我控制和自我教育是個體自我責任調控中最主要的方面。

二、大學生自我公民責任意識的發展過程

由於心理、生理的逐漸成熟，大學生的自我公民責任意識也在發生變化，對自身公民責任意識的自我沉思、自我分析、自我反省的時候明顯增多，對社會現象、人際交往、理想追求客觀評價的程度也在增加，這也是大學生自我公民責任意識開始走向完善的標誌。

一般來說，大學生自我公民責任意識的發展會經歷以下幾個階段：

􀂾 在專業責任意識方面，大學生會經常聯繫自己的學習成績和別人的評價進行思考，對自己的智力和能力進行思考，對自己掌握多少專業知識進行思考，這種自我責任意識是以個體的學習成才的願望為基礎的。

􀂾 在人際關係責任意識方面，大學生有著日益強烈的社會交往需要，因為他們不僅對自我身體、性格等方面的認識，而且需要別人對自己的評價來認識自己。男女交往也會增多，他們會關注自身的性格和氣質，自身的自尊意識、平等意識、參與意識等也在不斷增強，交際中的角色意識也會增強。相應地，他們也開始關注別人的感受，別人的建議等。

􀂾 在社會責任意識方面，主要表現為大學生對個性特徵、對社會地位和社會威信等的追求上，對個人未來的社會角色、社會義務、社會歸屬、人生價值等方面的思考上，對上述問題的思考直接影響著他們的社會責任意識和價值觀念的形成速度，並最終影響個體人生觀和價值觀的形成。

三、通過自我教育增強大學生的公民責任意識

自我教育是主體自我按照社會要求對客體自我自己實施的教育。大學生公民責任意識自我教育是自我意識的最高級表現形式，是青年大學生完善自己個性、實現自我價值的重要途徑。

1． 通過全面認識自我增強公民責任意識

全面認識自我是形成正確公民責任意識的基礎。如果一個人能夠全面、正確地認識自我，客觀準確地評價自我，就能量力而行，為確立合適的理想自我，並實現理想自我而不懈努力。

大學生應主動地與社會、與他人保持密切聯繫，積極地投身於認識世界的社會實踐中，不斷豐富自己對知識、文化、自然、社會、他人的認識，並在此基礎上認識自我，認識自我責任。另一方面，可以通過自我反思和自我批評來認識自我責任。大學生已經具備了一定的自我反思和自我批評的能力。教師也應教育學生不斷對自己的心理活動進行反思，嚴於解剖自己，敢於批評自己，在自我解剖和自我批評中更深刻地認識自我責任。

2．通過努力完善自我增強公民責任意識

自我完善是個體在認識自我、悅納自我的基礎上，自覺規劃行為目標，主動調節自身行為，積極改造自己的個性，使個性全面發展以適應社會要求的過程。自我完善是個體自我公民責任意識教育的最重要的方式，它實際上是一個合理確立理想自我、努力提高現實自我的過程，也就是一個主動改變現實自我以達到理想自我的過程。

培養公民責任意識需要大學生熟悉和瞭解社會，認識社會發展規律、尋找合適的社會座標；需要積極探索人生、樹立正確的人生觀；需要認真學習理論，積極開展社會實踐和人生實踐，在理性和感性結合上真正認識社會，在個人和社會的聯繫中認識人生價值和意義。

同時，大學生既要努力發展自己，又不能固步自封，而要積極主動為社會服務，勇於承擔歷史重任，既注重自我價值的實現，又不僅僅追求個人價值，而是在為他人和社會服務、為國家和民族作貢獻的過程中實現自我價值。

1 伍新春．高等教育心理學[M]．北京：高等教育出版社，1999．266-267．__