道德想象力 的英文怎麼說

中文拼音 [dàodéxiǎngxiànglì]
道德想象力 英文
moral imagination
  • 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...
  • 想 : 動詞1 （思索） think; ponder 2 （推測; 認為） suppose; reckon; consider; think 3 （希望; 打算） w...
  • 力 : Ⅰ名1 （力量; 能力） power; strength; ability; capacity 2 [物理學] （改變物體運動狀態的作用） forc...
  • 道德 : （人們共同生活及其行為的準則和規范） morals; morality; ethics
  1. A strategy that vindicates its moral convictions only from altitudes above 15, 000 feet - - and in the process devastates serbia and makes kosovo unlivable - - has already produced more refugees and casualties than any conceivable alternative mix of force and diplomacy would have

    那種僅從15 ， 000英尺的高空來證實其道德信仰之正義性且在此過程中將塞爾維亞摧毀殆盡並使科索沃居民背井離鄉、流離失所的戰略，所產生的難民和傷亡人數早已超過了所有其他可以想象到的武力與外交並用的手段所會產生的數量。
  2. 6 ) the incapability of feeding back the testing results on time. aiming at solving the problems ibid, and taking advice from professor gardner into account, this thesis offers a detailed analysis of the original 80 armstrong questions with the mi theory as reference also it offers a new design of the testing questions which includes tests for students as well as aided test questions for teachers and parents so that make it more pertinent. this design emphasized on solving the problems and reviewing the capability, and at the same time taking the different characters of the objects into account

    本文正是針對以上問題，以加德納教授的測評設計思想為指導，以阿姆斯特朗教授設計的80道題目為基礎，詳細分析題目含義，根據題目本身性質，重新設計成學生自測題和家長、教師、同學等他人助測題，一方面使測評題相對于不同的角色對象有較強的針對性；同時使測評題目著重於問題的解決和能力的體現，而非關注于偏好、興趣或者是自我描述，使之更符合多元智能測評要求。
  3. The author points out that the existing problem of teachers " team of the universities and colleges is mainly as follows, to hold a post at present the knowledge structure lacks proper care, insufficient from the ability of teaching, the professional ethics come down, the ethics of the teaching profession is built to need strengthening, teacher ' s phenomenon understaffed is serious, the whole academic credentials are on the low side, teacher ' s in - service training is difficult, professional development shoulders heavy responsibilities, teacher ' s speciality acts on one ' s own and is limited, the professional right falls short of the reality etc. in the last two chapters of this thesis, author introduce institute thinking and practice from teachers " building of contingent that oneself belong to ; at the same time on the basis of using experience of teachers " building of contingent of other army for reference, the author proceeds from actual conditions of the holding a post type universities and colleges of our troops, hold a post to our troops building of teacher team, teachers of universities and colleges, make the idea, propose some suggestions about teacher team building

    接著作者考察了外軍任職教育的實踐與經驗，並對外軍師資隊伍建設的做法、特點等方面進行了探究。為了建設適應任職教育的師資隊伍，作者對當前任職教員隊伍的現狀進行了分析，指出當前任職院校師資隊伍存在的問題有:知識結構失調，從教能力不足、職業道德滑坡，師德建設需要加強、教員缺編現象嚴重，整體學歷偏低、教員在職進修困難，專業發展任重道遠、教員專業自主受到限制，專業權利名不副實等。在論文的后兩章，作者介紹了自己所在的學院在師資隊伍建設方面的思路和實踐;同時在借鑒外軍師資隊伍建設經驗的基礎上，作者從我軍任職型院校的實際情況出發，對我軍任職院校師資隊伍建設做出了展望和構想。
  4. On this basis, it deeply analyzes the phenomenon of it, points out its concrete behaviors ; gives the reasons in the aspects of human nature, system and thoughts, and then emphasizes the danger to our society

    在此基礎上，對權力道德失范現象進行深刻的分析，指出其具體的表現，並就其在人性、體制、思想等方面的復雜成因和其對政治、經濟、社會風氣所造成的危害進行闡釋。
  5. Like coleridge ' s ancient mariner, hemingway ' s cuban fisherman is a character allowing the imagination of his creator to operate simultaneously in two different worlds of meaning and value, the one real and dramatic, the other moral and devotionally symbolic

    和柯勒律治筆下的「老水手」一樣，海明威筆下的古巴漁民是這樣一個角色，他容許作者的想象力同時在兩個領域中活動，這兩個領域具有不同的意義和價值，一個注意寫實，有著動人的情節；另一個則側重道德說教，充滿象徵的意義。
  6. More importantly, it lets us view the value of transcendent advanced living in moral education on promoting human ' s spiritual world, and then we can use the power of morality imagination to construct a kind of enlightenment logics from ideal faith to living practice

    而更為重要的是，它讓我們看到在道德教育中那種超越性的高級生活對于提升人的精神世界所具有的價值，使我們能夠拓展對道德規范的認識和理解，進而有可能藉助道德想象的力量，構建一種由理想信念通往生活實踐的教化邏輯。
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