道德教育

We have to aim at their characteristics in erpaersonal interaction teaching which contains not only ideological and moral education but also behavioral norms. And we have to lay stress on guiding and adjusting their ethical value on the manifold and complex reality.

针对大学生的特点，对他们进行关于人际交往的思想道德和行为规范教育，重点应放在道德价值的导向和调节上，要在多样复杂的现实存在中去导向和调节。

In theory, such kinds of reforms deviate the ethical spirit of the basic education reform, and breach the ethical pursuit of it. Further more, they generate series of educational problems and ethical conflicts, and cumber healthy development of the basic education and progress of the society in the reform practice.

理论上，它们偏离了基础教育改革的伦理本性，违背了改革促进人与社会发展的道德追求；不仅如此，在改革现实中，它们还引发了一系列教育问题和社会道德冲突，严重阻碍着我国基础教育的健康发展和社会的进步，归根结底是阻碍了人的全面发展。

Part II: The school moral communication, being a special form of moral communication, has its own characteristics, such as directivity, exemplarity, emotivity, inspirativity, stability and consistency.

从交往主体看，学校道德交往可分为五大类型，每一类形式的道德交往都蕴涵着丰富的教育内容。

In the process some frontage functions are weakened by some negative functions.

学校德育活动对个体的道德品质发展和社会的道德风气所起的影响不可能全部在学校教育的时间内完成和体现。

We can inherit and develop pursuing spirit to ideal boundary in traditional moral accomplishment, strengthen self-accomplishment, advocate

我们要继承和发扬传统道德修养中对理想境界的执着追求精神，加强自我修养，大力提倡"慎独"精神，顺应教育现代化和社会主义市场经济发展的潮流，培养学生的主体性道德素质，帮助当代学生确定自己的和谐、崇高的人生价值的定位。

According to the Moral Primitives, educational leader should integrate the values conflict in educational organization, construct the Modus Vivendi for the organization, and finally achieve a moral leadership to the organization.

教育领导者的根本任务，就在于依托"道德原式"，秉持一定之则，协调并整合组织中的价值冲突，在为组织建构特定"生活方式"的同时，实现对组织的道德领导。

The goal of moral self-discipline education is to enable the pedagogue to realize the moral self-discipline.

道德自律教育的目的是为了使受教育者能在道德上自律。

What little recognition the idea of obligation to the public obtains in modern morality, is derived from Greek and Roman sources, not from Christian; as, even in the morality of private life, whatever exists of magnanimity, highmindedness, personal dignity, even the sense of honour, is derived from the purely human, not the religious part of our education, and never could have grown out of a standard of ethics in which the only worth, professedly recognised, is that of obedience.

若说对公众的义务这个概念在近代道德中还得到一点点的承认，那也是引自希腊和罗马的源泉，而不是得自基督教。同样，甚至在私人生活道德方面，若还存有任何所谓恢宏气度、高尚心胸、个人尊严、甚至荣誉之感等等品质，那也是得自我们教育中纯人事的部分，而不是得自其宗教的部分；在一个宣称只认服从为唯一价值的伦理标准之下决不可能生长出那些品质来。

Having failed in imperial examinations in 13 years, he achieved an ultimate knowledge that happiness comes after long suffering; His aesthetic personality underwent 2 stages at Yi-Yun-Ge—he pursued "spring" in earlier stage, and "autumn" in later stage, and in later period of his life at Yi-Yun-Ge, he pursued the Legalism with no impairment; Also demarcarated by his life at Yi-Yun-Ge, he self-assumed with arrogance in earlier stage and self-respected with Taoism in later stage in terms of his moral personality.

本文的人格研究着重探讨了其思想与人格形成的背景、审美人格、道德人格：倪元璐自幼受到父亲的儒家圣贤思想的教育，在亲身经历的十三年的举业挫折中深刻体会到苦尽甘来的人生道理及无穷的艺术境界；审美人格以衣云阁生活为分界线，前期追求春天，后期追求秋天，而且园客生活后期追求无害之"法"；道德人格以衣云阁生活为分界线，前期自任以狂，后期以道自重。

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。

I will endeavour to find you some assistance.

我尽力帮你找人帮忙。

At first I only know bruck is the idol of American younglings, afterwards I returned back to Taiwan ,even in Beijing last year ,I saw her poster everywhere, I was so surprised at her charm.

起初我只晓得布鲁克雷德丝是美国少男少女崇拜的偶像，后来回台湾，甚至去年在北京，居然也四处看见她的海报，才惊讶她的魅力之大。