道德知識 的英文怎麼說

中文拼音 [dàodézhīzhì]
道德知識 英文
moral knowledge
  • 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...
  • 知 : Ⅰ動詞1 （知道） know; realize; be aware of 2 （使知道） inform; notify; tell 3 （舊指主管） admin...
  • 識 : 識Ⅰ動詞[書面語] （記） remember; commit to memory Ⅱ名詞1. [書面語] （記號） mark; sign 2. （姓氏） a surname
  • 道德 : （人們共同生活及其行為的準則和規范） morals; morality; ethics
  • 知識 : 1 （認識和經驗的總和） knowledge; know how; science 2 （有關學術文化的） pertaining to learning o...
  1. The utilitarian tendency of traditional chinese ethics and the practice of imparting ethics as knowledge have resulted in crises of school moral education, but the educational conception implied in the cultivation of civicism offers a modem reference for moral education in schools

    受中國傳統道德功利性傾向及教育知識化傳授的影響，引發了學校道德教育的危機，而公民精神的培育所昭示的教育理念為學校道德教育提供了現代機緣。
  2. As the advanced basic education after " nine - year compulsory education ", senior high school plays the role of bridge between compulsory education and higher education. three important factors affect not only the consolidation and improvement of popularization of nine - year compulsory education, but also the next generation ' s morality, culture, knowledge, physical and mental quality in senior high school. those three factors are as following : rationality of educational resource ' s allocation ; provision of educational activities such as human resources, corporeal resources and financial resources ; compages rationality of three kinds of resources ( human resources, corporeal resources and financial resources )

    作為「九年義務教育」后高層次的基礎教育，普通高中起著承前啟后的作用，其資源配置是否到位，其正常活動所必需的人力、物力、財力等基本物質條件是否得到應有的保證，所投入的人力、物力、財力等物質條件之間的配備組合是否合理，不但影響到「普九」成果的鞏固、提高，直接關繫到高等教育的質量，而且影響著一代人的道德修養、文化知識、身心素質。
  3. This article mainly pays close attention to the negative influences that digitization causes to the humanity of education, and is summed up : education is dissimulated as training ; it has caused the diaphragm and alienation of the interpersonal relationships, caused the predicaments of the morals and psychology, caused the tiredness of studying the book knowledge of teenagers, and caused people ' s abstract and symbol

    本文主要關注數字化對教育中的人文意蘊產生的負面影響，並歸納為：教育異化為訓練；造成了人際關系的隔膜與異化；造成道德與心理的困境；造成青少年對書本知識學習的厭倦；造成人的抽象化、符號化。
  4. I am anti - revisionism, as it becomes a movement more then a real honest intelligent pursuit. and we see it in culture, we see moral revisionism, where suddenly something that has always been classified as wrong in the judaic christian religion, and were talking about thousands of years here, not only christianity

    我反對修正主義，因它已經演變為一種運動，不再只是為了探求真相和知識尤其在現今社會，被猶太教基督教視為錯謬的事，在道德的修正主義下，往往變得廣被接納。
  5. The government does not permit a website to hyperlink to govhk if it contains material which is libellous, defamatory, pornographic, obscene, or is in any way in breach of the laws of the hong kong special administrative region or infringes any intellectual property rights including but not limited to copyright and moral rights

    若你的網站載有永久形式誹謗、誹謗性、色情、淫褻材料，或任何違反香港特別行政區法律或侵犯任何知識產權（包括但不限於版權及道德權利）的材料，一站通概不準許其連結到一站通。
  6. The main expressions are : the substantiality of value outlook, the thinness of social responsibility, university students are " extremely self - centred ", the poorness of social morality, the disconnection of cognition and behavior, materialization of job application and study initiative

    主要表現為：價值取向趨于實惠，社會責任感淡薄，自我意識彰顯，公德素養較差，認知與行為脫節，求職和學習目的功利化等等。大學生道德素質方面存在問題的原因是復雜的。
  7. It jugulates man ' s instinct, sensibility and spiritualism because it over - emphasizes the remembrance, rehearsal and understanding of moral knowledge. the interior soul of the learner is n ' t involved

    這種道德學習因過多強調道德知識的記憶、背誦和理解，而在不知不覺中扼殺了人的直覺、靈感和頓悟，它觸及不到學習者融知、情、意、信為一體的內在心靈。
  8. 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。
  9. 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。
  10. Accordingly, he imparted his students with the moral knowledge in " sincerity " and " truthfulness ", implanting moral belief, moral emotion and moral will in their minds

    為此，他教學生以"忠"與"信"的道德知識，培養他們的道德信念、道德情感、道德意志。
  11. This paper is mainly concerned with how dewey deals with the relation between moral self and choice of action, between moral self and moral situation, between moral judgment and moral knowledge, examines the ways in which he treats morality as a kind of life experience, shows his particular contribution to the philosophy of morality

    本文主要考察杜威如何看待道德自我與行為選擇，道德自我與道德情境，道德判斷與道德知識的關系，看看他如何將道德作為一種生活經驗，揭示他對道德哲學的特殊貢獻。
  12. However, the moral studying to master moral knowledge is still the mainstream of moral practice in china

    然而，以掌握道德知識為目的的認知型道德學習仍是我國道德實踐的主流。
  13. The traditional moral education in china focuses on the standard of instilling the ethical knowledge into the students

    摘要我國傳統的道德教育是以道德知識灌輸為主的規范德育。
  14. So it is n ' t the way of moral studying, " the moral knowledge without experience is the mummy of concept "

    它既不是學習道德的方式，也不是道德的學習方式。 「沒有體驗的道德知識是『概念的木乃伊。
  15. The moral studying of life is a more reasonable concept advanced by the writer according to the reality. the rationality lies in the fact that it good for man ' s complete and free development

    把道德學習理解為道德認知，把道德認知又僅僅理解為道德知識的獲得的「認知型道德學習」雖不乏其合理性，但其弊端也顯而易見。
  16. In our country, we should take the university as the center, strengthen the network moral education resources construction, and develop the network morals knowledge and the emotion education, training the people in the service and management of network

    我國應以高校為中心，加強網路道德教育資源建設，開展網路道德知識和情感教育，在網路服務和管理中育人。
  17. If our moral education neither endows the students with certain moral knowledge nor shapes their admiration and love to goodness together with hostility and hate to badness, the talents cultivated are certain to act weakly and inefficiently without a moral standard

    如果不能賦予學生一定的道德知識，不能形成學生對好人好事的羨慕、熱愛和對壞人壞事的仇視、憎恨，那麼，培養出來的人才，他的行為就是失去道德標準的，軟弱無力且難以見諸實效的。
  18. As the cultivation of personality during man ' s development procedure, what moral studying should study is not the truth of material, but the truth of human, not the truth for human to be, but the truth for human ought to be. besides attaining abstract moral knowledge by recognition, moral studying requires the understanding between people, the intercourse between people, the recognition and self - reflection of life and the experience and understanding of the value of life based on the life experience

    作為人的生命發展過程中的人格養成，道德學習所學的「不是物之理，而是人之理，也不是人之所是之理，而是人之應是之理」 ，它不能僅僅依靠認知來獲得抽象的道德知識，它需要的是基於生活經驗之上的人對人的理解、人與人的交往，人對生活的認識、反省以及對生命價值的體驗和感悟。
  19. Recognizing moral education, which has one - way social direction and lays stress on knowledge instillation with classroom teaching form, shades humanistic care for students in moral education, so it hardly can effectively touch the students " souls, so that moral knowledge can not effectively change into students " inner moral beliefs

    認知性道德教育的單一的社會取向和重知識灌輸的課堂教學形式，遮蔽了道德教育對學生的人文關懷，因而很難有效地觸及學生心靈，並引起學生的道德體驗，使道德知識不能有效地轉化為學生內心的道德信念。
  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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