查询词典 moral education

By the effects of traditional culture, China attaches great importance to moral education in schools to teach students about the ethics of knowledge and cultivate moral conduct and habits, and emphasized that students own "introspection" and "wisdom", and therefore the moral comparison method used persuasion and education, exemplary, emotional mold, the actual training, self-guidance.

受传统文化的影响，我国学校德育比较重视向学生传授系统的道德知识和培养学生的道德行为习惯，并强调学生自身的"内省"和"了悟"，因此，在德育方法上比较常用说服教育、榜样示范、情感陶冶、实际锻炼、修养指导等。

The practice of the juvenile' s moral education corroborated the dialectic relationship between moral education and moral study.

青少年道德教育的实践反思，确证了道德教育与道德学习的辨证关系。

Psychology education ; Moral education ; Psychology-moral educational pattern ; Psychological problems moralized ; Moral problem psychologized

我们应怎样认识心理—道德教育模式？心理教育与道德教育是如何统

View from the start with this care, using Noddings" care moral education theory, in light of the status of the school caring lack, it provides a three-pronged constructive ideas with the promotion of harmonious campus building: a "care" at the core of moral philosophy, for the harmonious campus building ideological driving force ; Constructing the teacher-student relationship of mutual care, nurturing building "harmonious campus";"exploring ways and means of moral humanistic care education to build a harmonious campus culture.

主要是从关心的视角入手，运用诺丁斯关心德育理论，结合我国学校校园关怀缺失的现状，对促进和谐校园建设提出了三方面建设性的构想：树立&关心&为核心的德育理念，为和谐校园建设提供思想动力；构建相互关心的师生关系，培育建设&和谐校园&的主体力量；探索体现人文关怀的德育途径和方法，建设和谐校园文化。

Part Two elaborates Pestalozzi's educational thinking systematically and fully from the following six aspects: education of adaptability to nature, love of education,"Educational Psychology", education of elements, ideological and moral education, and education of production combined with labor.

主要从六个方面展开：适应自然性教育思想、爱的教育、"教育心理学化"、要素教育、道德教育思想、教育与生产劳动相结合。第三部分对裴斯泰洛齐教育思想及实践进行了简单评价，分析了其教育思想的历史价值及其现实启示。

Education was the common problem which was paid close attention by the humanists at that time. Rabelais has experienced scholastic education and unreligious education, so he criticized the harmfulness of scholastic education, advocated humanistic education and conceived the intellectuals\' ideal kingdom, while his moral thought was formed on the basis of the religious faith.

教育是当时人文主义者普遍关注的问题，拉伯雷亲身体验过经院主义教育和世俗教育，他在书中批判了害人的经院主义教育，提出了人文主义教育主张，设想了知识分子的理想王国，但其德育思想是建立在宗教信仰基础之上的。

He came up with his own thought of juveniles education, which include that the different educational contents programs of different age bracket, moral education of juveniles, the effect of aristogenesis on the growth of juveniles, equality of juveniles education between the sexes, the harmony of the contents of juveniles education, ways and objective of juveniles education.

其主要内容包括：未成年人不同年龄段教育内容的设置；未成年人的道德教育；优生优育与未成年人的成长；未成年人教育的性别平等；未成年人教育内容的和谐性；未成年人教育的方式与目标。

Kant and Hegel's subjective review toward the moral world shows that the change of the moral world view depends on two conditions: the loss of moral certainty and the shift of the moral world from apriorism to reality.

从康德和黑格尔对道德世界主观性的审查看，道德世界观的转变有赖于两个条件：道德确实性之丧失、道德世界从先验预设转向生活世界。

Cohen interprets the moral grounds of the thesis of self-ownership in intuitional level and theoretical level. In term of intuitional level, firstly, Nozick makes use of moral intuition of moral agent's aversion to slavery, asserting that rejection of the thesis of self-ownership is tantamount to endorsement of slavery. Secondly, Nozick makes uses of moral intuition of people's not permitting others'deploying any part of one's own body by coersion, asserting that rejection of the thesis of self-ownership is tantamount to endorsement of redistribution of bodily organs.

就直觉层面而言，柯亨认为，第一，诺齐克利用道德主体厌恶奴隶制这种道德直觉，断言拒绝自我所有命题就意味着对奴隶制的认可；第二，诺齐克利用人们决不允许他人强制使用自己身体的任一部分这种道德直觉，断言拒绝自我所有命题就等于承认对身体器官的强制再分配。

This theory had three main parts. First, based on the DIT, they rectified the DIT1 and constructed the DIT2. Second, in accordance with the factor analysis on the responses to the DIT, they postulated three moral schemas (the personal interest schema, the maintaining norm schema and the postconventional schema) instead of stages with distinct justice operations. Third, in light of the double classification(the moral schema predominance and the moral schema mixture), they produced six moral types.

它主要有三部分内容：第一，莱斯特等人以确定问题测验为方法基础，着手对最初的确定问题测验版本(DIT1)进行修订，形成了新的确定问题测验版本(DIT2)；第二，他们在对大量的DIT反应进行因素分析的基础上，得出三个道德图式，即个人利益图式、保持规范图式和后习俗图式，由此将科尔伯格的阶段论改造为道德图式论；第三，莱斯特等人根据道德图式在人们头脑中的优势及其混合两种分类标准，将个体分为六种类型，建构了道德类型论。

Listen,point and check your answers.

听，指出并且检查你的答案。

Warming needle is one of effective treatment methods for knee arthralgia aggravated by cold,and it is simple,safety,so it should be developed in clinical acupuncture and moxibustion extensively.

但以本院科针灸门诊在2005年1月—2006年6月期间共收治膝痛患者100余例，经过临床的诊断后，其中施以温针治疗的48例，疗效显著，报道如下。1临床资料本组病例48