moral cognition 中文意思是什麼
moral cognition
解釋
道德認識-
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。 -
Writer proposes, be living to educate young boys and girls when in order to guide them takeing shape well moral character and the action means, community education, educational institution education, the home education have to be thawed to to a man, sufficiently bring into play various sides initiative, in order to impel young boys and girls are living the idol when adoreeing, through takes personage as the core direction community that act as the core studys the alteration with the attribute ; the development is venerated to the reason that the perception through the surface level is adoreeed to the deep straturm ; through look up at, the mind appearance direction being captivated lessens the actual operation of disparity transforing. allow the idol genuinely become the driving force that such gos forward, allowwing such pair of idol adore against self develops one another to get in touch with, achieve through the cognition up the operation, adore the qualitative leap of reason emulate through the perception
而且由於原因是多方面的，其對青少年身心發展的影響也既有積極的一面也有消極的一面。作者提出，在對青少年進行教育以引導他們形成良好的道德品質和行為方式時，社會教育、學校教育、家庭教育必須融為一體，充分發揮各方面的積極性，以促使青少年在偶像崇拜時，由以人物為核心向以特質為核心的社會學習改變;由表層的感性崇拜向深層的理性敬仰發展;由仰望、著迷的心態向縮小差距的實際行動轉化。讓偶像真正成為其前進的動力，讓其對偶像的崇拜與自我發蔚目聯系，實現從認知到行動，從感性崇拜到理性模仿的質的飛躍。 -
Initiating the measuring theory of moral cognition and behavior
擬構道德知行測度理論 -
Immediately it explores the reason of the blemish from three ways including traditional administration culture, unilateral cognition in human nature and the regulation of morals growing in order to further demonstrate the necessity of administration ethics by rule of law, using the method of the substantial evidence analysis. the fourth part retrospects the development of administration morals law in the ancient chinese, the development origin and development with present condition of administration moral system in the united states, the method of administration moral legalization of hong kong
第一，說明了道德與法律的辯誣關系和協同性功能，行政道德建設要超越法制化的局限而進行法治化的建設，及法治化建設也需要制度建設，提出了旨在保障行政相對人及社會公眾基本權利的行政法制，本身就具有一種行政道德性；而恰恰是這種包含公平與正義等觀念的行政道德建設，也必然地要變為一種法治的觀點。 -
In the aspect of moral cognition, the interaction between a child and his peer group enhances the ability of perspective taking ( role taking ) which is the direct condition for the development of moral cognition
在道德認知方面，兒童與同伴群體的相互作用能促進其觀點采擇（角色承擔）能力的發展，這為兒童道德認知的發展提供了直接的條件。 -
The paper make the law of students moral development context cognition theory social observe learning theory become its theory basis and the study on actual classroom context as its actual basis
課堂德育情境構建以學生道德品質形成的客觀規律，情境認知理論，社會學習理論為理論依據，以對現實課堂情境的廣泛調查為現實基礎。 -
Responsibility has a motive function to moral needs, an adjustment function to moral cognition, an impetus function to moral will, and a bridge function to moral behaviors
責任感對道德需要具有動力作用，對道德認識具有調節作用，對道德意志具有能動作用，對道德行為具有橋梁作用。 -
Morality generally comprises moral cognition, moral feeling, moral will, moral behavior, etc. moral feeling is an important part of morality, while responsibility is one basic kind of moral feelings
品德一般包括道德認識、道德情感、道德意志和道德行為等因素，其中道德情感是品德的一個重要方面，責任感是道德情感中的一個最基本的情感。 -
Moral character consists of moral cognition, moral emotions and moral behaviors
思想品德由道德認識、道德情感和道德行為構成。 -
Last, ( after age 12 ), they connect rules with benefits of society and mankind to form deep - level quality. kohlberg, l. divides children ' s moral cognition into three levels and six periods
第四， （ 11 、 12歲以後） ，把規則與社會和人類利益聯系起來，形成深層品質柯爾伯格把兒童道德認識分為三個水平、六個階段。 -
On korlberg ' s development of piaget ' s moral cognition measurement
柯爾伯格對皮亞傑道德認知測量方法的發展 -
Kohlberg ' s developing theory of moral cognition and its enlightenment on moral education ' s reform in china ' s schools
科爾伯格的道德認知發展理論及其對我國學校德育改革的啟示 -
The moral evaluation is of hastening function for moral cognition, resonance role for moral feeling and control for moral action
摘要道德評價具有對道德認知的催化功能，對道德情感的共振功能，對道德行為的制約功能。 -
Moral cognition, moral emotions and moral behavior are universally recognized three essential elements of morality
道德認知、道德情感和道德行為是人們普遍確認的組成品德的基本要素。 -
On unbalanced phenomena of college students moral cognition and moral behavior
淺議大學生道德認知與道德行為失衡現象 -
On the predicament and transcending of the deviation of moral behavior from moral cognition
道德認知與道德行為背離的困境與超越 -
On moral cognition
論道德認知 -
The theory of moral cognition development stages and the enlightenment to school moral education
道德認知發展階段理論及其對學校德育的啟示 -
Which kind of morality is effectual ? - the theory of moral cognition development stage and its enlightenment to the moral education in school
道德認知發展階段理論及其對學校德育的啟示 -
The cultivation of university students ' morals is a developing process during which university students ' morals develop from moral cognition to moral behavior and gradually form a habit in moral practice
摘要大學生的道德養成是一個從道德認知到道德行為的有序排列，並在道德實踐中逐漸使之成為習慣的發展過程，它受到道德層次的影響。
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