道德教育

In terms of method, the thesis makes an analysis, a synthesis and a generalization of the modern Chinese and Japanese moral education idea with the combination of historical research and comparative research, macro analysis and microanalysis, general research and specific investigation, integral relation and individual development, revealing the similarities and differences between the modern Chinese and Japanese moral education ideas and the inherent law governing their formation.

在研究方法上，采取了历史研究与比较研究结合，宏观把握与微观梳理结合，一般研究与个案考察结合，整体关联与单项发展结合等交叉并用的研究方法，对中日近代道德教育理念进行分析、综合与概括，揭示了中日近代道德教育同质与异质特征，及道德教育理念形成演进的内在规律。

After morals norm becomes independent social consciousness appearance, on the other hand together political norm, law norm, religious norm keep both and on the other hand again permeate politics, law, religion of composition, with this correspond, west of morals education, on the other hand independently come out from the social consciousness education, educate with political, legal system education, religion education mutually proceed together, permeate on the other hand and inevitably politics, law, religious educational composition.

道德规范成为独立的社会意识形态后，一方面同政治规范、法律规范、宗教规范并存，另一方面又渗透着政治、法律、宗教的成分，与此相应，西方的道德教育，一方面从社会意识教育中独立出来，与政治教育、法制教育、宗教教育相互并行，另一方面又不可避免地渗透着政治、法律、宗教教育的成分。

Moral education has been attached great importance in our country,but the fact of the lowness of actual effect of moral education is an inevitable reality.

道德教育在社会发展过程中起着重要作用。我国有着几千年的道德教育传统，积累了相当丰富的道德教育经验。

Nihility in moral education rejects the objective and free value of morality, and further exiles the free value of education, and abandons the independent power of education.

因为虚无化的道德教育否认了道德的客观、自在的意义，也就放逐了教育的自在意义，放弃了教育的自主权；教育无以呈现自己的本体价值存在，也就难以生成真正的道德人。

Dewey's thought greatly broadens the understanding of moral education, and it is strongly against the traditional way of understanding the spatiality of moral education.

杜威的德育思想极大地突破与批判了把道德教育的目的等同于某些特殊的所谓美德的培养、把道德教育的手段等同于直接道德教学与训练的传统观念和做法，为学校道德教育、人格培养提供了真实的理论基础。

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。

Namely, that politics and nation should be specified in moral wwwcation,the arrangement and the continuance of the contents should be paid attention to,the methodology of engrafting and infiltration should be executed in teaching,edification and practice should be included in the content of the courses,and in practice,the majority of the students should take part in the activities,in the meantime,the consciousness should be deepened.

在教育目标上突出政治性和国家性，即强化基本要求，充实道德教育内涵，强调知行统一；在内容设置上注意层次性和连续性，即弘扬优秀成果，丰富德育内容，完善德育体系；在教育途径和方法上注重熏陶和践行，即创新德育方法，开拓德育的途径；在环境建设上实现主流参与和意识内化，即综合建设道德教育环境，构筑高校道德教育理论体系和实践体系。

On the basis of succeeding our predeceases' scientific experience in moral teaching, this research report, through repeated discussions and practice, expounds the content and requirement of the moral enlightment education in maths teaching in primary schools and establishes the modals for classroom teaching so as to cultivate pupils' moral quality, moral ability and moral kehavior.

在继承前人学科教学实施道德教育的基础上，通过研讨和实践，明确小学数学教学中道德启蒙教育的内容及要求，构建课堂教学模式，从而达到促进培养小学生道德品质、道德能力、道德行为习惯的目的。

Herbart emphasized that morality is the maximal target in school education. He advocated that moral education should be carried out by way of teaching various related courses. One can find great value of illumination in his ideas of instructive teaching and educational instruction in dealing with moral education and curriculum improvement nowadays in our country.

赫尔巴特强调道德是学校教育的最高目标，主张通过各门课程知识的教学来进行道德教育，其教育性教学和教学性教育的思想对今天我国的道德教育以及课程教学的改革具有重要的启发价值。

The other concerns the means suggested for educating this person and rational for the recommended means. Basing on the philosophical theory of the relationship between knowledge and morality and the fact that efforts inmany countries engaged in a direct training of the will disregard students intellectual development, Maritain not discusses the direct and indirect moral formation but makes an important distinction between the educational tasks of school and those of family and church.

以知识与道德关系为理论基础并以各国进行的直接的意志训练而漠视了智力发展的事实为依据，马里坦具体论述了道德的直接形成和道德的间接形成两种道德教育方法，并在学校与家庭、教堂在道德教育上的作用作了重要区分。

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。