道德情感論 的英文怎麼說

中文拼音 [dàodéqínggǎnlún]
道德情感論 英文
the theory of moral sentiments
  • 道 : Ⅰ名詞（道路） road; way; route; path 2 （水流通過的途徑） channel; course 3 （方向; 方法; 道理） ...
  • 德 : 名詞1 （道德; 品行; 政治品質） virtue; morals; moral character 2 （心意） heart; mind 3 （恩惠）k...
  • 情 : 名詞1 （感情） feeling; affection; sentiment 2 （情分; 情面） favour; kindness; sensibilities; fe...
  • 感 : Ⅰ動詞1 （覺得） feel; sense 2 （懷有謝意） be grateful; be obliged; appreciate 3 （感動） move; t...
  • 論 : 論名詞（記錄孔子及其門徒的言行的「論語」） the analects of confucius
  • 道德 : （人們共同生活及其行為的準則和規范） morals; morality; ethics
  1. Via the investigation on the subjects such as philosophy of moral education, semasiology, logic, anthropology, psychology and so on, the author thinks that the ultimate goal is to cultivate the value character of our students. this character is an " attitude " dynamic system which consists of the subsystems such as " moral cognition ", " moral emotion ", " moral behavior ", etc. it is built on the basis of our traditional culture, which focuses on three dimensions of " learn to be ", " learn together " and " learn to act ". and it embodies the respect - responsibility ( individual to himself, to others, to society, to nature and so on ) value which is the students " core character as well as the goal of education that our moral education should pursue

    透過道德教育哲學、語義學、邏輯學、人類學、心理學等多學科的考察，論文認為，學校道德教育的根本目的在於培養受教育者的德性品質（品格） ；受教育者的品格是由「道德認知」 、 「道德情感」 、 「道德行為」等子系統組成的「態度」動力系統；建立在傳統文化基礎上，圍繞「立身」 、 「處世」 、 「行事」三個維度，體現「尊重?責任」關系（生命個體對自己、他人、社會、自然等）價值觀，既是受教育者核心品格，也是學校道德教育應該追求的教育目標。
  2. Based on the comparison and analysis of the purpose, contents, curriculums and teaching methods of moral education at school in both china and the united states, this dissertation puts forward solutions and ideas in five aspects : how to improve the methods of patriotism education, strengthen socialism education, and develop our chinese spirit ; how to carry forward and creatively transform our chinese good moral traditions in a critical attitude, and to borrow and improve the worldwide advanced cultural achievements ; how to reform the rigid and dogmatical curriculums of moral education, and attach importance to indirect moral education in a way of influencing students " morality in every aspect ; how to achieve the goal of moral education imperceptibly through the social practice to strengthen student " personal experience ; and how to bring full play to student " subjectivity during the course of moral education so as to carry out moral - integrity - forming education aiming at personality modernization

    本文內容包括六個部分：導論；中美學校德育目標的比較；中美學校德育內容的比較；中美學校德育課程的比較；中美學校德育實施方式的比較；啟示與思考。論文通過對中美兩國學校德育的目標、內容、課程設置、實施方式等方面進行比較和分析，從五個方面提出了我國德育的對策和思考：改進愛國主義教育形式，強化愛國主義教育，努力培育民族精神；加強對中華民族道德傳統的批判繼承和創造性轉換，並借鑒和改造世界先進文化成果；改革僵化的「教條」式德育課程，重視隱蔽的德育課程，以全方位地對學生實施德育影響；通過社會實踐活動強化學生的情感體驗，在潛移默化中達到德育的目的；在德育過程中充分發揮學生的主體性，實施以人格現代化為目標的德性養成教育。
  3. There are two aspects in the theory about temperament of sun yuanxiang : firstly, he proposed to express one ' s feeling as really as possible in one ' s poem just as yuan mei did ; secondly, he proposed incompatibly that the expression of one ' s temperament in one ' s poem could never go too far beyond the confucian morality, just as jiang shiquan did

    摘要孫原湘性情詩論主要包括2個方面：主張詩歌抒發自己的真情實感，追求真我的展現，這與袁枚較為相通；其性情論又不脫儒家倫理道德之囿，這一點與蔣士銓更為接近。
  4. Even in buddhahood, they stand superior. i don t know why it is like that, and many of us still believe that, including women. it is a very nonsensical theory but nevertheless our society and our world has become worsened spiritually, emotionally, and morally because of this belief, because of discrimination, because of saying men are better than women, or even women are better than men

    然後他們開始和女人爭斗，用盡方法告訴女人，說她們不好次等不能做太多事，甚至說女眾不能成佛，就連修行的果位，男人也要佔盡優勢，我不知道為什麼會如此，但是仍然有許多人相信，包括女人在內，這是非常荒謬的論調，由於有這種想法和歧視，說男人比女人優越，或女人比男人優越，才使得我們社會和世界在精神情感和道德方面都變得很糟糕。
  5. Therefore the cultivation of human creativity is of practical necessity which conforms to socialist market oriented economy development ; and is the basis demand which is required by knowledge - based economy times for the talents ; and is also the essential requirement which can make both the society and human highly develop. the ideological and political education, an approach to teach creativity people how to behave themselves properly, can provide valuable guides for the cultivation of human creativity by helping people establish scientific outlook, life and value ; can provide spiritual power for the cultivation of human creativity by helping people form good moral quality ; can provide endless source of aspiration for the exploration of human creativity by stimulating human " innovatory consciousness ; can provide scientific ways of thinking and more extensive space for the cultivation of human creativity ; can stimulate people " desire for learning science and knowledge

    第三部分，論證思想政治教育在人的創造力培養中的作用：思想政治教育有助於人們樹立科學的世界觀、人生觀和價值觀，為人的創造力的發揮提供價值導向；有助於人們形成良好的道德素質，為人的創造力的開掘提供精神動力；有助於激發人的開拓創新意識，為人的創造力的開發提供不竭的靈感源泉；有助於人們更好地掌握唯物辯證法，從而為人的創造力的發展提供科學的思維方式；有助於激發人們努力學習科學文化知識的熱情，為人的創造力的培養提供扎實的知識基礎和廣博的知識背景。
  6. The matter environments of school rely on environmental consciousness to lead the moral recognization and value idea of the " student, the sense of beautify pure and promote the moral feeling, and also assimilate the moral behavior of the student. 2. by the mean of suggestion and correctly give back to cause, the educator influences and molds the students " good moral trait

    1 、學校的物質環境通過學生的環境知覺過程引導著其道德認識和價值觀，環境的美感凈化和提升了學生的道德情感，同化了學生的道德行為； 2 、教師運用6示和正確歸因影響和塑造學生良好的道德品質； 3 、學生對歸屬和愛的心理需求促成了他什j之間的同輩交往活動，學生在交往活動中，通過對身邊同齡榜樣的模仿學習，提高了自身的道德水平； 4 、學生對集體輿論的認同、集體氣氛對學生的『請緒感染。
  7. But current teaching materials in both humane subjects and natural subjects are full of factors of beauty : the beauty of society, the beauty of science, the beauty of nature, the beauty of art etc. aesthetic education of subject - teaching can improve the development of students " emotion, morality, intelligence and chreativity

    現行中學各學科教材中，無論是人文學科還是自然學科，都蘊含了大量美的因素：社會美、科學美、自然美、藝術美等。中學學科教學美育對中學生的情感、道德的提升、智力的開發和創造性的發展，有著獨特的作用。
  8. To be loaded with the matter environments of school and the behivior and figure of educator and the spiri t of class and school, the hidden curriculum indirectly and imperceptibly influences on the moral development of student, the paper dictiss its efficacy of moral education form five aspects : it can lead the moral recongnization and value idea of student ; it can mould the moral feeling of the student and urge the moral will of the student ; it can restrain the moral behavior in order to conform to the standerds of society and cultivate the good moral habit ; it also cultivate and improve the student " ability of oneself education

    隱性課程是課堂內外間接的、內隱的，由教育者以特定方式呈現，通過受教育者無意識的、非特定心理反應發生作用的教育影響因素。隱性課程以學校的物質環境、教師行為形象以及班風校風為載體間接的、潛移默化的影響著學生的道德成長。本文從五個方面對其德育功效進行論述：引導學生的道德認識和價值觀；陶冶學生的道德情感；激勵和磨煉學生的道德意志；規范學生的道德行為，養成良好道德習慣；培養和提高學生的自我教育能力。
  9. On theory area and practice request of researching system - ethic

    論道德情感的升華
  10. The limitation of the function of morality emotion

    論道德情感功能的域限
  11. On emotional experience of morality

    論道德情感體驗
  12. On individual moral sentiment

    論個體道德情感
  13. Hutcheson ' s direct teaching and ideas of moral sentiments directly stimulated smith " s thinking and writing of the questions of moral sentiments. mandeville " s extreme ideas and speeches about " private vices, public benefits " aroused his thinking and explanations about the ethical values of exchange of commodity and division of labour and invisible hand

    哈奇森的直接教育以及他的道德情感論思想，直接激發了他對道德情操問題的思考和寫作；而曼德威爾關于「私惡即公利」的偏激思想和言論，促發了斯密對交換、分工和「看不見的手」的倫理價值的思考和說明。
  14. Based on the current situation of college students moral culture and its reason ' s analysis as well as its basic law, this article presents the study of following aspects : establishments of moral standards, consciousness and moral behaviors among college students

    針對當前大學生道德現狀存在的問題，對其原因進行了簡要分析，並結合社會主義榮辱觀和道德養成的基本規律，對大學生道德養成教育中道德認識的形成、道德情感的培養、道德行為的塑造等方面進行了論述。
  15. In this part, the writer presents the general situation of moral personality of contemporary college students in terms of cognizing level, moral emotion, willpower, and behavioral criteria. in the second part of this section, the writer reveals the existing problems of moral personality from the dependency of moral behavior, duality of moral evaluation, lack of moral emotion, and separation of personality elements. in the last part of the section, the writer analyzes the causes for the problems from the influences of limitation of traditional morality, the negative influences of market economy, influences of insufficiency of moral education in reality and the influences of college students " lack of moral cultivation

    這部分首先從道德認知水平提高、道德情感增強、道德意志堅強、道德行為規范等方面論述當代大學生道德人格總體上積極健康；其次從道德認知的閑置性、道德情感的冷漠性、道德意志自主的缺乏性、道德行為的雙重性等方面揭示當代大學生道德人格中存在的問題；最後從傳統道德人格局限性的影響、市場經濟的負面影響、現實道德教育的不足、大學生道德修養欠缺等四個方面揭示當代大學生道德人格問題的原因。
  16. It is generally thought that kant ' s doctrine of morality stresses the duty motivation and rejects the types of the partiality motivation, as a result of which kant excludes such a factor as affection from the moral motivation

    人們通常認為康德的道義論強調責任動機，拒斥各種偏好動機，從而將情感等要素排除到道德動機范圍之外。
  17. Then, just as last night, they passed on to a discussion on music, after which, foucarmont having let slip some mention of the assumption of the veil of which paris was still talking, nana grew quite interested and insisted on details about mlle de fougeray

    隨后，富卡蒙隨口說出一句全巴黎人都在紛紛談論的入修道院當修女的事，娜娜很感興趣，很想知道德福日雷小姐是怎樣進修道院當修女的詳細情況。
  18. The change of kant ' s moral feelings theory results from his delimitation between reality and value which indicates kant ' s powerful tension between obligation and necessity

    康德「道德情感」理論的轉變是他在事實與價值之間劃界的結果，顯現的是康德倫理學在應然與必然之間的巨大張力。
  19. On moral emotion

    論道德情感
  20. It is not in the same level with circumstance, recognition and behavior. under the guide of these moral structure theories, connecting with the school ' s reality, drawing lessons from the existed pattern implementation theories, and corresponding every aspect of student ' s moral psychological process, the following article establishes a set of varied moral activity implementation pattern, which endeavors to develop student ' s moral perception of situation, moral recognition, moral behavior and moral emotion

    在上述品德理論的指導下，結合學校的實際情況，借鑒已有的模式實施理論，本文擬建構一套多樣化的德育活動實施模式，對應于學生品德心理過程的各個方面，以促進學生的道德情境感知、道德認識、道德行為和道德情感的發展，並在此基礎上，促進學生道德信念的形成。
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