查询词典 moral education

Based on the historical experiences, comparison and practice for moral education in universities, a complete study of moral education mode for postgraduate is carried out to contain the assumptive theories, structural process of knowledge and complete operational system. Thus, a new mode of the moral education for postgraduates in the new era is suggested on the idea level, structural level and operational level.

经过历史经验、比较借鉴和理论原则等方面的准备，论文提出了研究生德育模式研究必须具备提供理论的假设性、促进知识的结构化过程和形成完整的操作系统等3个基本特征，并以当前的工作实践为背景，从理念层次、结构化层次和操作层次上，总结出符合新时期特点的研究生德育模式。

The main problems are the disorientation of moral education,the simplification of moral education process,the misplacement of moral education's position.

新中国成立后，学校的德育工作更是被置于众教育之首优先考虑。但是，不可否认的是，当今在学校教育中最令人困惑令人不安的也许就是德育。

This thesis discusses the connotation and characteristic of moral education model, and the style of moral education model, and the theoretical characteristic of research of moral education with the methods of analyses literature, and theories pectination, and field survey, and so on.

本文针对当前德育模式研究中存在的一些问题和不足，结合情绪心理学的新近研究成果，尤其结合道德认知与道德情感关系的有关研究，分析了知情交融的内涵，进而提出了知情交融的德育模式。

Therefore, pays great attention student's thought moral education as well as sentiment influencing with the personal character raise, achieves the book to be possible to carry the skill to everywhere along the road, stressed that the pen is needing the heart to be positive, achieves the calligraphy and the moral education, the book skill and the moral behavior is highly harmonious unifies, realizes the education moral education effect is diligently suspends in front of a calligraphy pedagogue责任编辑:admin

因此，注重学生的思想道德教育以及情操的陶冶和品德的培养，做到书可载艺更要载道，强调笔正需心正，达到书法与德育、书艺与人品高度和谐统一，努力实现教育的德育功效是摆在书法教育者面前的一大课题和光荣使命。德育；教育；重视；书法；教学

The reasons are: the moral education subject is monotomous,and lacks joint force in the society; education on the net citizens is not brought into the education system; moral education doesn't have real effect; there is the lack of real moral education environment.

问题的原因：道德教育主体比较单一，未能在全社会范围内形成一种德育合力；网民教育还未真正纳入教育体系之中；道德教育缺乏应有的实效；现实道德环境的缺失。

Via the investigation on the subjects such as philosophy of moral education, semasiology, logic, anthropology, psychology and so on, the author thinks that the ultimate goal is to cultivate the value character of our students. This character is an "attitude" dynamic system which consists of the subsystems such as "Moral Cognition","Moral Emotion","Moral Behavior", etc. It is built on the basis of our traditional culture, which focuses on three dimensions of "learn to be","leam together" and "leam to act". And it embodies the respect-responsibility (individual to himself, to others, to society, to nature and so on) value which is the students' core character as well as the goal of education that our moral education should pursue.

透过道德教育哲学、语义学、逻辑学、人类学、心理学等多学科的考察，论文认为，学校道德教育的根本目的在于培养受教育者的德性品质；受教育者的品格是由&道德认知&、&道德情感&、&道德行为&等子系统组成的&态度&动力系统；建立在传统文化基础上，围绕&立身&、&处世&、&行事&三个维度，体现&尊重—责任&关系（生命个体对自己、他人、社会、自然等）价值观，既是受教育者核心品格，也是学校道德教育应该追求的教育目标。

An integrated moral education system should be based on contemporary theories of moral characteristic, moral education and systems, but taking moral education objectives, content, channels, methods, management and evaluation as "woofs", and the first, second and third grades in higher vocational colleges as its "meridians".

整体构建高职院校德育体系就是以德性论、德育论、系统论等原理为理论基础，以高职院校的德育目标、德育内容、德育途径、德育方法、德育管理、德育评价六个分系统为纬，以高职一年级、二年级、三年级德育工作三个子系统为经，横向贯通、纵向衔接、横纵交织，层层递进，整体构建一个具有高职院校特色的、适应人才市场需求的德育实施体系。

The second part: the mam ideas of Noddings care theory, which is analyzed from seven aspects such as the position and purpose of moral education, the content of moral education, the relationship between teachers and students, teacher education, the components of moral education, the systems of school and the institutions for implement.

在这一部分中，主要从德育的地位和目的、德育的内容、师生关系、教师教育、德育的组成部分、学校制度、德育的实施机构这七个方面对诺丁斯的关心理论进行系统的阐述和分析。

As far as moral education is concerned, Noddings doubts the cognitive pattern of moral education dominated by scientism, cognitivism, and male-centered cultural tradition. Her caring moral education theory stresses the respect for each student's life, the emphasis on students' feeling and experiencing, the highlighting of teachers' function as caring models, and the insistence in practicing; meanwhile, her theory has raised four approaches to moral education, namely, modeling, dialogue, practice, and confirmation.

就道德教育而言，她质疑受科学主义、唯认知主义和男性中心文化传统支配的道德认知教育模式，她的关怀道德教育理论强调对学生生命的尊重、对学生体验和感受的重视、教师的榜样作用和道德教育的实践性特征，同时以现象学的方法细致探讨了道德教育的四种方法：以身作则、对话、实践和认可。

As far as moral education is concerned, Noddings doubts the cognitive pattern of education of morality dominated by scientism, cognitivism, and male-centered cultural tradition. Her caring moral education theory stresses the respect for each student"s life, the emphasis on students" feeling and experiencing, the highlighting of teachers function as caring models, and the insistence in practicing; meanwhile, her theory has raised four approaches to moral education, namely, modeling, dialogue, practice, and confirmation.

就道德教育而言，她质疑受科学主义、唯认知主义和男性中心文化传统支配的道德认知教育模式，她的关怀道德教育理论强调对学生生命的尊重、对学生体验和感受的重视、教师的榜样作用和道德教育的实践性特征，同时以现象学的方法细致探讨了道德教育的四种方法：以身作则、对话、实践和认可。

The split between the two groups can hardly be papered over.

这两个团体间的分歧难以掩饰。

This approach not only encourages a greater number of responses, but minimizes the likelihood of stale groupthink.

这种做法不仅鼓励了更多的反应，而且减少跟风的可能性。