查询词典 moral education

School's consulting guidance office has established manner a special character education, which has made tremendous progress in moral development of youth.

瑞华要带给每一位学生的是一个祥和、理智、向上的学习环境，一个更新、鼓舞、创新、补强的成长气息。

Some governments ignored the ideological and political education, it makes the civil servant desalinate the purpose of serving for people. The phenomenon of disordered moral is serious day by day.

一些党政机关由于忽视了思想政治工作，道德教育被弱化，也使一部分公务员淡化了为人民服务的宗旨，以权谋私、贪污腐化，道德失范愈来愈严重。

The purposes of education that he prescribe are diplex: blending the nationalism and individualism, causing up growth of the personal body and progress of moral and intellect, bringing up the personal attainment, body and mind"s ability, attitude and temperament, dominator and assistant of skill and knowledge, which needed by carring out the citizen"s responsibility.

他为人所规定的这一教育的目的是双重的：将国家主义教育和个人主义教育融为一体，促成个人的身体发育以及道德和理智的进步，造就具有履行国家公民职责所需要的个人素养、身心能力、态度和性情、技巧和知识的统治者和辅助者等级。

The graduate student education must comply with the principle of complete development in moral, intelligence ly and physical endowment,and insist the policy of facing to the modernization, the world and the future.

培养研究生必须坚持德智体全面发展，坚持"面向现代化、面向世界、面向未来"的方针。

Solve the two problems, encourage the wealthy, and protect the poor, suppress misery, put an end to the unjust farming out of the feeble by the strong, put a bridle on the iniquitous jealousy of the man who is making his way against the man who has reached the goal, adjust, mathematically and fraternally, salary to labor, mingle gratuitous and compulsory education with the growth of childhood, and make of science the base of manliness, develop minds while keeping arms busy, be at one and the same time a powerful people and a family of happy men, render property democratic, not by abolishing it, but by making it universal, so that every citizen, without exception, may be a proprietor, an easier matter than is generally supposed; in two words, learn how to produce wealth and how to distribute it, and you will have at once moral and material greatness; and you will be worthy to call yourself France.

解决那两个问题，鼓励富人，保护穷人，消灭贫困，制止强者对弱者所施的不合理的剥削，煞住走在路上的人对已达目的的人所怀的不公道的嫉妒，精确地并兄弟般地调整对劳动的报酬，结合儿童的成长施行免费的义务教育，并使科学成为成年人的生活基础，在利用体力的同时发展人们的智力，让我们成为一个强国的人民，同时也成为一个幸福家庭的成员，实行财产民主化，不是废除财产，而是普及财产，使每个公民，毫无例外，都成为有产者，这并不象人们所想象的那么困难，总而言之，要知道生产财富和分配财富，这样，你便能既有物质上的强大，也有精神上的强大，这样，你才有资格自称为法兰西。

The starting point of the case-study in the curriculums of secondary school is bused on two sides . One side is the imperiousness that the internal and international development to the school quality education, especially to the minor"s moral building. On the other side, it"s the demand of new turn curriculum reform and the effect of the Curriculums of Ideology. The demand brings challenge to its teaching reform.

"初中思想品德课案例教学法的尝试"这一课题的生发点，一方面源于国际国内形势的发展，对学校素质教育、特别是对未成年人思想道德教育的迫切需要；另一方面源于新一轮课程改革和提高思想品德课实效性的要求，对思想品德课教学改革带来的挑战。

It gives the reasons for strengtheningStandardized Education and the right way to understand moral standards declining and the necessity inbreaking the bounds of different subjects.

这里提出了强化规范教育的理由，以及如何正确理解道德失范和要走出学科间的局限的必要性。

The present thesis adopts Iseult Honohan's six basic elements of republicanism as a theoretical framework for the study of Jefferson's conception of republicanism, which is the theoretical basis of his conception of the ward system:(1) Jefferson's conception of virtue, characterized by his optimism about the universality of the moral sense and the people's capacity of self-government;(2) Jefferson's conception of freedom, characterized by his synthesis of both negative liberty and positive liberty;(3) Jefferson's criterion of the republican government and the scope of the republic, characterized by his synthesis of both participation and representation;(4) Jefferson's conception of the shaping of republican citizens, characterized by the synthesis of school education and active participation in public affairs;(5) Jefferson's conception of the material preconditions of the republic, characterized by his primary concern for the economic independence and political freedom of both the individual and the nation.

杰斐逊的共和主义思想是他的分区制度构想的理论基础。论文首先采用Iseult Honohan 的"共和主义基本要素"作为理论框架，从以下五个方面对杰斐逊的共和主义思想进行研究：(1)道德观，主要特点体现为对道德意识的普遍性和人民的自治能力持乐观态度；(2)自由观，主要特点体现为消极自由与积极自由相结合；(3)共和政府的标准以及共和国的范围，主要特点体现为人民直接参政与代议制相结合；(4)塑造共和公民，主要特点体现为学校教育与积极参与公共事务相结合；(5)共和国的经济基础，主要特点体现为对个人与国家的经济独立与政治自由的关注。

In the aspects of their contents of these thoughts and the writers education background, the body of their ethics is Islamism moral standards.

从他们的伦理思想内容及其所受教育的经历来看，其伦理思想的主体是伊斯兰教伦理学说。

A proper theory of education must include moral qualities such as inpartiality , kindliness and a modicum of self control.

适当的教育理论必须包括─些道德品质，如公正、善良以及适当的自wo控制。

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。