The second chapter is the education on subjectivity moral personality.
第二部分为主体性道德人格教育。
The value of the college subjectivity moral education lies in learning to survive, to care and to make choices.
从学会生存、学会关怀，到学会选择是高校主体性德育的价值归宿。
The network spreads lower colleges and universities of environment subjectivity moral education theory and characteristic.
网络传播环境下高校主体性德育的理论与特征。
The life education, the citizen education and the belief education become the main contents of the college subjectivity moral education.
生命教育、公民教育、信仰教育构成了高校主体性德育的主要内容；
It obtained the definition of the subjectivity moral personality from the concept of subjectivity, the personality, the moral personality.
从对主体性、人格、道德人格概念中得出主体性道德人格的内涵及其一般表现特征。
It functions to strengthen the subjectivity moral justice and environmental consciousness, and standardize behaviors in guiding people's activities relative to natural environment.
它在指导人们与自然环境相关的行为活动中，有增强行为主体道德义律、规范主体行为、增强自觉性和环境意识的重要功能。
The model of traditional moral education ignored the students' subjectivity, which had resulted in the poor effect on our school moral education.
传统德育模式缺乏对学生主体性的关怀和引导，致使当前学校道德教育面临着巨大的困境。
The dialogic moral educational model is aimed at highlighting man's subjectivity and values, stressing the individual's rational consciousness and autonomous cultivation of virtues.
对话性道德教育模式旨在凸显人的主体性、价值性，强调个体的理性自觉，强调个体德性的自主生成。
In the practical moral practice, moral self presents the nature of life orientation, subjectivity and integral congruence.
在现实的道德活动中，道德自我呈现出人生定向性、主体性与整体一致性的特质。
What is the basis of the moral educational subjectivity is a basic question about the theory and practice of the moral educational subjectivity.
德育主体性思想的根据何在？这是关系德育主体性理论和实践的根本问题。
The third chapter deals with the goals of enlightenment. The goals , to individuals, are the establishment of subjectivity; to humankind, are perpetual peace and moral improvement.
第三章论述启蒙的目标，对个体而言这是主体性的建立，对人类而言则是永久和平与道德改善目标的实现；
It is critical to respect the students and fully exert their subjectivity to achieve moral education goal.
充分尊重并发挥受教育者的主体性，是达成道德教育目标的关键。
Zhang Junmai proposed his moral ontology centered on "free will", which established the intrinsic root of morality and had one's subjectivity of morals stood upright.
张君劢提出的“自由意志”道德本体论，确立了道德的内在根源性，挺立了人的道德主体性。
Moral value is a private expression of subjectivity.
道德价值是主体的私意的表达。
And thus the process of moral education is governed by "the ideas of mutual subjectivity".
其回归方式为对生活世界的主体参入式回归，并用“交互主体观”统摄道德教育过程。
Inter-subjectivity implies three basic values dimension of moral relationship between teacher and student:equality communication help build the correct moral concept of teacher and student;
主体间性蕴涵着德育 师生关系的三个基本价值维度：主体间性蕴涵着平等沟通，有利于生成具有正确理念的 德育师生关系路径；
Inter-subjectivity implies three basic values dimension of moral relationship between teacher and student:equality communication help build the correct moral concept of teacher and student;
主体间性蕴涵着德育 师生关系的三个基本价值维度：主体间性蕴涵着平等沟通，有利于生成具有正确理念的 德育师生关系路径；
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