moral knowledge 中文意思是什麼
moral knowledge
解釋
道德知識-
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。 -
The formation of teaching art of modern university teachers, has some essential factors and insurmountable development stages of its own, with the exception of certain mechanism and motivity, these factors include moral cultivation, knowledge structure, personal characteristic ; the process can be divided into mimetism teaching stage, independence teaching stage, creative teaching stage
摘要現代大學教師教學藝術的形成，除了具有一定的機制與動力外，還有其自身一些必不可少的因素和不可逾越的幾個發展階段，這些因素包括品德修養，知識結構，思維特點，個性特徵；過程分為模仿性教學階段、獨立性教學階段、創造性教學階段和有風格教學階段。 -
In knowledge - based learning also pay attention to cultivating their own lofty moral character, consciously bound to comply with public morality, no bad habits and behavior
在注重知識學習的同時還注意培養自己高尚的道德情操，自覺遵紀守法，遵守社會公德，沒有不良嗜好和行為。 -
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。 -
Professor li laid great emphasis on quality assurance mechanisms for teaching and research. he proactively encouraged students to enhance their language abilities, and to broaden their knowledge base and vision. his vice - chancellorship saw the strengthening of general education programmes and the enrichment of college life, as well as the introduction of new projects to boost moral education and leadership training
李教授強調大學的教學及研究工作必須有完善的機制和素質保證，積極提升學生的中英語文能力，加強大學的通識教育課程與書院生活，以協助學生拓闊知識面和國際視野，並獲得良好的德育和領袖訓練。 -
This dissertation thinks that educational institution moral education has the several respects problems below : the educational institution moral education target and substance break away from actuality, student age and psychology practice ; the knowledge and thought and consciousness development level of student. it lacks step and epoch feature
本論文分析了學校德育目標內容存在以下幾個方面的問題：學校德育目標內容脫離現實，缺乏層次性，脫離學生的年齡、心理實際，脫離學生的知識、思維和意識發展水平，缺乏時代特徵。 -
According to the needs for being successful talents of foreign trade, non - specialized quality extending courses will be opened to intensify the training from a wide range of concept, moral character, knowledge, method and ability, which includes that training the spirit of dedication, challenge and innovation, carrying on the cultivation of personality, willpower, honesty and teamwork, as well as implementing the extending training of interpersonal communication, expressing ability, negotiation skills, observing ability, planning and business etiquette
針對成功外貿人才素質要求，開設非專業素質拓展課程與訓練項目，從成功人才的觀念、品格、知識、方法、能力等方面強化訓練，包括開展敬業、拼搏、創新精神的訓練，進行人格、毅力、誠信、團隊合作方面的培養，在人際溝通、表達能力、談判技巧、觀察能力、方案策劃、商務禮儀等方面開展素質拓展訓練。 -
This part reviews the il development and evolvement. then it summarizes il content, including information consciousness, information knowledge, information capability, information moral these four aspects. then we can get a correct idea of il
第二部分，重點對信息素養的內涵作了剖析和界定，從信息素養概念的提出、發展和演變，明確了信息素養的概念，指出了信息素養的內涵，內涵包括信息意識、信息知識、信息能力和信息道德四個方面，樹立對信息素養的正確認識。 -
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。 -
In a broad sense, justice means a kind of moral knowledge and value appraise to the right and wrong, good and evil in the domain of politics, economy, law and morals
公正（ justice ，也稱正義）廣義上指對政治、經濟、法律、道德等領域中的是非、善惡的一種道德認識和價值評價。 -
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。 -
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。 -
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。 -
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。 -
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。 -
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。 -
Because of various reasons, weak links have appeared in moral education. moral education is a kind of work molding people ' s spirit, thoughts and ideas. however, teachers of moral education try to reach the goal through directly passing on moral knowledge, neglecting the original " moral frame " and formed rules of thoughts and morality
德育是塑造人的心靈和思想的工作，而德育教師試圖以「獨白」式的授課方式，即直接的知識傳授來實現此目的，並不關注學生原有的「道德框架」及思想品德形成的規律，從而導致德育實踐中「人」的迷失。 -
Chinese moral knowledge in a three - dimensional framework
二十一世紀中國道德文化建設前景展望 -
The result shows that middle school students want to accept moral knowledge from activities, but there are differences among the three grades
結果表明：初中生十分願意通過團隊活動學習並接受道德方面的教育，但年級之間存在差異。 -
At first, the paper analysis the characters of moral teaching itself and the differences among moral, knowledge, and skill
本論文首先對思想品德課自身的特徵及品德教學與知識、技能教學的區別進行了淺析。
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