社会责任感是新时代公民应具备的核心品质，是高中思想政治课作为德育主阵地应该培养的重要品德。思想政治学科核心素养视角下高中生的社会责任感是学生对家庭、集体、国家和人类可持续发展等多个方面的关注、共情、归属感、主动性。培养社会责任感在促进学生全面发展，推动社会现代化发展，助推中国梦的实现上发挥着重要作用，同时符合《普通高中思想政治课程标准（2017年版）》中思想政治学科性质和学科核心素养与课程目标的要求。

社会责任感的培养对学生的发展来说意义重大，但从高中生社会责任感现状可以看出目前对高中生社会责任感的培养存在很多问题。基于此，本研究采取以问卷调查为主，访谈调查、课上课下观察为辅的方式，在山东省、广东省某几所中学开展了对学生社会责任感培养的调查。调查发现，高中生的社会责任感存在关注社会程度不够、共情能力有待提升、归属感范围较小、承担责任的主动性不足等问题，这些问题的存在展示了社会责任感培养存在的不足。究其原因，主要是教学目标设置时对社会责任感的重视不足，课时安排有限、教师教学压力大，学生对社会责任感的需求缺乏紧迫性，部分教师素养有待提升、教学效果缺乏有效的保障机制等。

针对高中生社会责任感培养方面存在的问题并结合原因，结合高中思想政治学科特色，文章对高中思想政治课如何更好地培养学生的社会责任感提出了几点具体措施，首先是做好课前准备。包括教学目标设置上重视对学生社会责任感的培养；结合教材，联系时政，挖掘充分的教学资源；完善教学思路，选择多种方法。其次是发挥思想政治课的主渠道作用。包括创设合适的教学情境，让学生有所体验；开展恰当的教学活动，确保学生的主体地位；教师发挥好引导作用，以品德塑造品德；注意观察学生的变化，实施及时的教学评价。最后还要借助相关力量，保障教学效果以及发挥核心素养培育的协同作用来保障思想政治课作用的完善。

基于以上措施，本文以《生活与哲学》第十二课第二框为例进行教学设计，从教学设计理念、教学设计过程落实对高中生社会责任感的培养措施，通过教学设计应用效果评析进行整体思考和反思。高中生社会责任感的培养是一个系统工程，还应该得到社会各个方面的关注、支持和保障。

Social responsibility is the core quality of citizens in the new era. It is also an important moral character that should be cultivated in the ideological and political course of senior high school as the main channel of moral education. The sense of social responsibility of senior high school students from the perspective of the core quality of Ideological and political discipline is the students' concern, empathy, sense of belonging and initiative to family, collective, national and human sustainable development. Cultivating students' sense of social responsibility plays an important role in promoting students' all-round development, promoting social modernization and promoting the realization of the Chinese dream. At the same time, it meets the requirements of the nature of the ideological and political discipline, the core quality of the discipline and the curriculum objectives in the ideological and political curriculum standard of senior high school (2017 Edition).           

Although the cultivation of social responsibility is of great significance to the development of students, from the current situation of students' social responsibility, we can see that there are many problems in the cultivation of social responsibility. Based on this, this study takes questionnaire survey as the main method, interview survey and observation after class as the auxiliary method, and carries out a survey on the cultivation of students' social responsibility in some middle schools in Shandong Province and Guangdong Province. The survey found that high school students' social responsibility has some problems, such as insufficient attention to the social level, the ability of empathy to be improved, the scope of sense of belonging is small, and the lack of initiative to take responsibility. The main reasons are the lack of attention to social responsibility in the setting of teaching objectives, the limited arrangement of class hours, the heavy pressure of teachers' teaching, the lack of urgency of students' demand for social responsibility, the need to improve the quality of some teachers, and the lack of effective guarantee mechanism for teaching effect.           

In view of the problems existing in the cultivation of high school students' sense of social responsibility and the reasons, combined with the characteristics of high school ideological and political discipline, this paper puts forward several specific measures on how to better cultivate students' sense of social responsibility in high school ideological and political course: first, from the goal to the method: to do a good job of pre class preparation; including the teaching goal setting to attach importance to the cultivation of students' sense of social responsibility; combined with the teaching materials , contact with current affairs, excavate sufficient teaching resources, improve teaching ideas, and select a variety of methods. The second is to give full play to the main channel function of Ideological and political course, including creating appropriate teaching situation to let students have experience; carrying out appropriate teaching activities to ensure the main position of students; teachers do a good job of full guidance to shape moral character with moral character; paying attention to observing the changes of students and implementing timely teaching evaluation. Finally, with the help of relevant forces, to ensure the teaching effect and give full play to the synergy of the cultivation of core literacy to ensure the improvement of the role of Ideological and political courses.           

Based on the above measures, this paper takes the second box of the twelfth lesson of life and philosophy as an example to carry out the teaching design, from the teaching design concept, the teaching design process to implement the cultivation measures of high school students' social responsibility, and through the evaluation of the application effect of teaching design to carry out the overall thinking and reflection. The cultivation of high school students' sense of social responsibility is a systematic project, which should be concerned, supported and guaranteed by all aspects of society.