moral emotion 中文意思是什麼
moral emotion
解釋
道德情感-
To apply some psychological ways such empathy, emotion encourage, listening, scene setting, group psychology and implication can fully improve the pertinence and validity, positively prevent and solve many college students ' psychological distress in moral and political education so as to ensure students ' healthy development
通過運用共情、情感激勵、傾聽、情景設計以及群體心理與暗示等心理藝術，可充分提高高校思想政治工作的針對性和有效性，積極預防和化解學生的各種心理矛盾，促進學生身心健康發展。 -
Moral perceptions, his power of experiencing and communicating emotion, were kept in a state of preternatural activity by the prick and anguish of his daily life
他的智慧的天賦，他在道德上的感知，他經受和表達感情的能力，都是由於他在日常生活中所受的刺痛，才得以保持一種異乎尋常的狀態的。 -
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。 -
Abstract : moral ity construction is essentially psychological since only resorting to emotion do es morality exist
文摘:道德建設本質上是一種心理建設，因為只有訴諸情感信念的道德，才是現實的道德。 -
Cruel market competition and the profit - driven nature of enterprise require professional manager must have the moral quality of “ high intelligence quotient, high emotion and high interaction ”. professional manager ’ s sense of responsibility, judgment of responsibility and ability of responsibility will directly affect and determine the level of follow - up management as well as the life cycle of enterprise development
殘酷的市場競爭和企業追逐利潤的本性要求職業經理人必須具有「高智商、高情感、高交往」的人格素質，其中職業經理人的責任意識、責任判斷和責任能力將直接影響和決定著企業的后續經營水平乃至企業發展的壽命周期。 -
Although both reason and emotion are likely to play important roles in moral judgment, relatively little is known about their neural correlates, the nature of their interaction, and the factors that modulate their respective behavioral influences in the context of moral judgment
方舟子的中文寫作： 「當代哲學的一個任務是解決道德倫理問題，為此哲學家們經常要辯論一些假想的難題，其中較著名的一個是「電車難題」 ：假設有一列失控的有軌電車飛奔而來，前面有兩條軌道，一條站著五個人，一條站著一個人。 -
In order to shake off the trouble, and to change from the past " pure tools " reason, moral education should give people more humanistic concern, which includes life emotion concern, extreme belief concern, social responsibility concern, plight and death meaning concern, leading people to overstep themselves ' limitation and realistic material disturbance, to pursue the everlasting value of life
要走出這種困境，德育工作必須改變「純工具化」理性，賦予更多的人文關懷，包括對生命情感的關懷、對終極信仰的關懷、對社會責任感的關懷和對苦難與死亡意義的關懷，引導人們超越自身的有限性和現實的物質紛擾，追求生命的永恆價值。 -
The psychological explorations into meng zi ' s moral emotion
孟子道德情感的心理透析 -
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。 -
It ' s also a comprehensive category which includes moral recognition, moral emotion, moral tendency and moral behavior, that is, recognition, emotion, tendency and behavior are the four essential elements of the moral quality
領導幹部道德素質是個綜合性的范疇。其構成要素，一般包括領導幹部道德認知、領導幹部道德情感、領導幹部道德意志和領導幹部道德行為。即由知、情、意、行的四個要素構成。 -
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。 -
The experimental study about children s judhment and attribution patterns of moral emotion in prosocial context
親社會情境中兒童的道德情緒判斷及歸因模式的實驗研究 -
The social acts for the cultivation of moral emotion
論法治視域中的道德性狀 -
Review on children ' s moral emotion judgment
關于兒童道德情緒判斷的研究進展 -
The research advance and future of children ' s attribution of moral emotion
兒童道德情緒歸因研究的進展及未來展望 -
The exp riimental study about children ' s judgment and attribution of moral emotion
兒童道德情緒判斷及歸因模式的實驗研究 -
On moral emotion
論道德情感 -
The effects on matching - relationship of behavior intention and outcome to children ' s judgment and attribution of moral emotion
行為意圖與行為結果的匹配關系對兒童道德情緒判斷及歸因影響的實驗研究 -
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。 -
On the basis of the core values of respect and responsibility, thomas lickona regards character education as the key content of moral cultivation of primary and middle school students, which is made up of moral awareness, moral emotion and ethical behavior
摘要托馬斯?里克納在確立尊重與責任為核心價值觀的基礎上，把由道德認知、道德體會與道德行為三要素有機結合而成的「品格教育」視為中小學生道德養成理論的核心內容。
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