道德情感 的英文怎麼說

中文拼音 [dàodéqínggǎn]
道德情感 英文
moral emotion
  • 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...
  • 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. By statistic method, the report finically decides the competence items, which are factor analyzed into 12 factors and further combined into 4 categories. education ability category include knowledge structure instruction ability, cultivate ability, psychology tutoring ability and class management skill ; aptitude category include education concept, professional ethics, emotion ; psychological traits category include self supervise ability, interpersonal association. motive categories include achievement motive and job quality consciousness

    對獲得的數據進行探索性因素分析，得出結果為：中學班主任勝任力結構為四大類12個勝任力特徵共56個勝任力項目：教育能力維度包括知識結構，教學能力，育人能力，心理輔導能力4項勝任力特徵；態度維度包括：教育觀念，職業道德，情感3項勝任力特徵；心理特徵維度包括自我監控能力和人際交往2項勝任力特徵；動機維度包括成就動機和工作質量意識2項勝任力特徵。
  3. As a spiritual phenomenon particularly possessed by the human kind, belief is driven by human kind ' s instinct of exceeding finity and imperfectibility, as well as pursuing infinity and immutability. belief contains very complex structure and social content. it has many forms with moral belief as an important one. moral belief refers to the strong and well - formed belief of some moral model, regulation system and moral ideal, with deep and firm passion and strong responsibility to perform one ' s obligation, moral belief is the conformity of moral understanding, moral sensibility and moral will on the base of moral practice. moral belief can maintain the authority of morality substantially, promote the consciousness of moral body, realize the moral solicitude towards self, society and nature, and create the moral custom of rational self - discipline

    信仰具有極為復雜的結構和社會內容，表現為多種形式，道德信仰是其中一種重要的形式。道德信仰是指道德主體對某一道德模式、規范體系和道德理想深刻而有根據的堅信，醇厚且執著的情感以及對履行道德義務的強烈責任感，是道德認識、道德情感和道德意志在道德實踐基礎上實現的有機統一。道德信仰能通過信仰的形上神聖性從根本上維護道德的權威，促成外在道德規范在道德主體行為中的自覺體現，實現人對自身、人對社會以及人對自然的道德關懷，營造理性自律的社會道德風尚。
  4. The educational suggestion to university students ' unhealthy moralities are : to strengthen the ability of distinguishing the right from the wrong ; to intensify ill and character training to improve the ability to resist temptation ; to do psychological correction both morally and emotionally on the teachers ' part ; to cultivate behaviors conforming to moral norms

    針對大學生品德不良的教育建議是：增強辨別是非的能力，形成正確的是非觀；加強意志品質鍛煉，增強抗誘惑能力；教師要進行道德情感上的心理矯正；培養符合道德規范的行為習慣。
  5. For the benevolent people, the courage is not an isolated and forlorn quality of mind. it is urged by the morality and feelings, an energy that produced naturally to protect and guard the inner morality and beliefs

    在仁者身上，勇不是一種孤立和無依託的心理品質，而是由道德情感激勵起來的，為固守內在道德信念而油然產生的心理能量
  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. The content is often showed in the form of absolute truth, which is d isadvantageous to develop the ability of moral judgment. the method of moral education mainly employs indoctrination and neglects the respect for the students " corpus and feelings, and lacks effective evaluation and instruction, which is the intrinsic cause of low result of moral education. with the development of the market economy, money worship and egoism also imperceptibly affect the teenagers, which is the outside cause of limiting the result of moral education

    重義務輕權利是當前德育內容普遍存在的現象，這恐怕也是德育效果不高的主要原因；德育方法主要以硬性灌輸為主，強調受教育者對于道德知識和規范的掌握，但卻忽視對道德教育對象主體性的尊重和道德情感的培養，缺少對于受教育者道德行為的有效評價和導引，以至使受教育者的道德認識和道德行為相脫節，這是導致道德教育實效性低下的內因。
  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. Morality emotion and morality construction in modern times

    道德情感與當代道德建設
  11. The psychological explorations into meng zi ' s moral emotion

    孟子道德情感的心理透析
  12. The limitation of the function of morality emotion

    論道德情感功能的域限
  13. 2 motivate the studying mood - to develop the ability of study. 3

    方法是： 1 、重視道德情感、意志的培養。
  14. The education with ethics and emotions and the prevention of juvenile crime

    道德情感教育與青少年犯罪的預防
  15. On emotional experience of morality

    論道德情感體驗
  16. On humanist moral education and actual effect of university moral education

    道德情感培養與政治課德育功能的實效性
  17. On individual moral sentiment

    論個體道德情感
  18. An investigation of moral affect cultivation in college students ' social practice

    大學生社會實踐活動中道德情感培養的現狀調查
  19. 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。
  20. Three : interpret the forgetting of old moral education from economy, the process of moral education etc. four : analyze the highlights of moral need, moral deciding and moral feeling. five : establish the strategy of education

    第四部分：從道德需要、道德認知、道德情感等方面闡發培養選擇能力的基本著眼點第五部分：提出培養道德選擇能力的實踐策略。
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