【Abstract】Diffusion of responsibility takes place in college classes nowadays.The author points out diffusion of responsibility in college classes，analyses psychological reasons of diffusion of responsibility，and gives strategies on avoiding the diffusion of responsibility.The paper aims at doing some contribution to improving teaching quality of college class.

【Key words】diffusion of responsibility； college classes； classroom questioning； silence

1.Diffusion of responsibility in college classes

Diffusion of responsibility occurs when individuals in a group，as compared to solitary individuals，are less likely to intervene in an emergency because of the belief that someone else will assume responsibility and intervene； whereas a solitary individual believes the responsibility to act is his or her alone，since no one else is present （Garcia et al.2002）.In other words，the sense of responsibility of an individual who is in a group will be weakened because it is assumed that other group members will take more responsibility.Diffusion of responsibility in college classes，especially some common required classes such as ideological and political theory course，mainly represents as students silence to teachers questions in classes.

2.Psychological reasons of diffusion of responsibility in college classes

Fluke mind means to ignore the nature of things，disobey the essential disciplinarians things develop，and violate the regulations made for protecting things growth； want to make things develop based on objective needs and fancy，until get the expected results.In college classes，many students keep silent to teachers questions.Because they think it is impossible for them to be the right one among crowded students to answer questions，their consciousness of responsibility will be weakened.

Conformity means that under external influence， individuals words and behaviors try to correspond with almost peoples ways of action on perception，judgment and cognition.It is a common psychological phenomenon in college classes： a few students are active to answer teachers questions.Sometimes，some students may have some ideas about teachers questions，but when they noticed that almost students around them being silent，they often choose to keep silence.Being lost in the crowded students at class，it is quite possible for students lose the sense of responsibility.

3.Strategies on avoiding diffusion of responsibility at college class

It is necessary to build harmonious relationship between teachers and students.Classroom teaching is a two-way activity which needs teachers and students good corporation.In addition to being the role of teacher，teachers can be students friends.When students have difficulty or be confused，teachers can give them help by face-to-face and heart-to-heart communication.In this way，students will be more willing to open their heart to participate in classes.

It is primary to be teachers who really care for students.As college students they have had own thoughts and values，they need to be understood and respected.Therefore，teachers in their daily teaching should pay enough attention to students needs，and teach them something by ways that they are easily accepted.For example，when a student sleeps in classes，teachers can choose to remind them to be careful to get a cold instead of seriously blaming to tell them to behave well.In a word，teachers who really care for students often have good class atmosphere，not silence.

It is essential for students who have consciousness of responsibility.College is like a bridge which connects schools and society.Graduating from colleges means to walk in society where it is vital to have sense of duty either on getting jobs or on doing other things.Students have duty to act in connect with teachers in classes.Good team work between teachers and students in classes can bring high quality of classroom teaching，and good classroom teaching is beneficial for students to harvest more in classes.Strong sense of responsibility can promote students to abandon silence and act actively in classes.

參考文獻(xiàn)：

[1]侯玉波，社會(huì)心理學(xué)[M].北京：北京大學(xué)出版社，2011：154-163.

[2]吳國(guó)軍，張瑩，李文濤，郭燕花.淺析大學(xué)課堂提問(wèn)中的“集體沉默”[J].山西師范大學(xué)學(xué)報(bào)，2011（11）：147-149.

[3]Jocelyn DAntonio.The Role of Diffusion of Responsibility， Responsibility， and Attitude in Willingness to Donate to a World Hunger-related Charity[J].Springer-Verlag Berlin Heidelberg， 2014（11）：1-2.

作者簡(jiǎn)介：

李珍珍（1990-），女，漢族，陜西興平人，西安建筑科技大學(xué)研究生，專業(yè)：思想政治教育，研究方向：心理健康與思想政治教育。