道德教育

The discovery of the acquisition of value of this one vitality and life meaning, it is education, especially moral education is the greatest mission.

这一精神价值的获得和生活意义的发现，就是教育，非凡是道德教育是最崇高的使命。

Moral education returning back to life is to get back to the formation of moral intelligence as the essertial force of life.

道德教育回归生命，即是回归生命本质力量的道德智慧的生成。

Callans ; moral crisis ; moral edcuation ; the tendency of reform ; revelation

青少年；道德危机；道德教育；改革走向；启示

The LIANGSHANYI JIAZHI culture includes JIAZHI concept, JIAZHI consciousness, pedigree of special name arrangement between son and father, relatives titles, organization form, marriage settlement, ancestor sacrifice, sprit belief, enemy war, unification and mutual help, living principles, human moral education as well as transmitting fairy tales, maxims and family instructions, scientific and humanity knowledge, etc, involving social organization, religious belief, ethnical morality, marriage model, cause of war, every kinds of national traditional culture of LIANGSHANYI nationality.

凉山彝族家支文化内容包括家支观念、家支意识、父子连名谱系、亲属称谓、组织形态、婚姻缔结、祭祀祖先、神灵信仰、冤家战争、团结互助、立身处世、人伦道德教育以及传递神话故事、格言家训和科技人文知识等等，涉及凉山彝族的社会组织、宗教信仰、伦理道德、婚姻模式、战争缘起等各种民族传统文化的内容。

With nowadays social modern progress, the teenagers questions of ethics more and more become the people focus of concerning, but rise in teenager morals education predominant the school morality education to be placed in the appearance of low effect still currently.

伴随当今社会的现代化进程，青少年的道德问题越来越成为人们关注的焦点，而在青少年道德教育中起主导作用的学校德育目前尚处于低效的状态。

In this thesis, I also give my own ideas on the moral education and the moral evaluation of secondary school students, such as, to infiltrate moral disciplines into secondary school students being the professional ethics of teachers, the evaluation of the infiltration of moral education in teaching being included in the evaluation of teachers, and so on.

在本论文的研究中，笔者根据自己的思考，提出了一些在中学生道德教育和道德评价中的新观点，如在教学中对学生进行德育渗透应该是教师的职业道德、将对教师的学科渗透德育评价纳入对教师的考核评价中等等。

Nonmoral and immoral Education in Ethics easily blurs the connotation and denotation of moralism,which can initiate students' psychol...

非道德&和&不道德的道德教育容易模糊德育的内涵和外延，引发学生的逆反、戒备和敌视心理，不利于学校德育的有效开展。

Ethics, morality and moral education, regarded as the superstructures decided by economic basis, are dismissed in present social development strategy.

经济本体论将经济与伦理的辩证矛盾关系理解为简单的决定关系，经济发展成为社会发展的主宰，伦理、道德和道德教育作为被经济基础&自然&决定的上层建筑，在当前的社会发展战略中被消解。

But in the traditional society which looks criterion as the most important thing, moral criterion gets the authority absolutely, and moral education is full of suppresses which are made by spirit life to nature life; it is also full of dominations which are made by colony life to individual life.

但在规范至上的传统社会中，道德规范获得了绝对化的权威地位，道德教育充满了精神生命对自然生命的蔑视与压制、群体生命对于个体生命的支配与控制，在背离自由的同时，也远离了独特而多样、身心相依的生命。

But in the traditional society which takes criterion as the most important thing, moral criterion gets the authority absolutely, and moral education is lull of suppresses which are made by spirit life to nature life; it is also frill of dominations which are made by colony life to individual life.

但在规范至上的传统社会中，道德规范获得了绝对化的权威地位，道德教育充满了精神生命对自然生命的蔑视与压制、群体生命对个体生命的支配与拉制。

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。