第二部分为主体性道德人格教育。
The second chapter is the education on subjectivity moral personality.
性道德教育是小学德育的重要组成部分。
The education of gender morality is an important part of moral education in primary school.
中国现代性道德教化是一项未竟的事业。
The new-date moral cultivation(MC) in China has been developing.
建设个体性道德包括私事原则和无害原则。
On individual morals, include privacy principle and harmless principle.
第二部分，主体间性道德教育的出场语境。
The second part is the context of the moral education of intersubjectivity.
道德情感的培养是情感性道德教育的关键；
Thirdly the theories and practice of the sensibility of moral education at home and abroad are roughly generalized.
生活性道德教育是现代道德教育的价值取向。
The life characteristic was the value tropism in modern moral education.
必须探寻消解现代性道德困境的有效理论途径。
We must explore the effective theoretic avenue of clearing up the theoretical plight of the morality of modernity.
高校主体性道德教育模式不只是一种教育方法。
The pattern of subjective moral education is not simply a kind of education method.
它的存在既有正当性道德基础，又有正当性法律基础。
Its existence possesses both moral and legal basis for its justice.
人是一种关系性存在是主体间性道德教育的人性论依据；
The third part is the theory construction of the moral education of intersubjectivity.
二十一世纪新人的培养，要以主体性道德人格教育为核心。
Principal moral personality education should be the kernel of cultivating young generations in the twenty-first century.
因此，需要有一种超越这两种道德的新的道德——人文性道德。
This virtue is a kind of cultivated virtue departing from the political personality.
实践性道德主体有着自己的基本特征：能动性、自主性和为我性。
The practical moral subject has its basic characteristics that are activity, independence and self-center.
性道德包括性道德的建立和性人格的形成。它是形成其他道德的基础。
Gender morality includes the establishment of gender morality and the formation of personality, and is the base of forming other moralities.
首先，研究基于经济学供需理论考察家庭情感性道德教育的价值功能。
First, the research analyzes and discusses the value and function of family affective moral education based on economic theory of supply and demand.
羞愧感是一种深刻的社会情感，它与人的个性道德认识有密切的联系。
The perceived academic failure, uncontrollable attribution, low self-efficacy and self-perception are all the precursors of academic shame.
主体性道德人格教育作为道德教育的目标指向，表达的是一种价值理想。
Being objective-oriented, education on subjective moral personality conveys a kind of value ideal.
主体性道德人格教育作为道德教育的目标指向，表达的是一种价值理想。
Therefore, a third morality-humanistic morality beyond these two morals is in need.
探究性道德学习作为一种学校道德教育新思维，对教师提出了新的要求。
As a new thought of school moral education, inquiry moral learning has put for2ward new requires for teachers.
但无视主体性道德人格形成的教育，给我们德育造成实效低下的现实状况。
But at present, it leads to bad effect ignoring education to form subjectively moral personality.
其中许多规范性道德理论的重要特征，如结果论是能够产生实际的道德判断。
One important characteristic of many normative moral theories such as consequentialism is the ability to produce practical moral judgements.
研究性道德学习以主体人格培养为目的，注重学习的主体性、过程性和全员性。
The research-based morality learning take the main body personality raise as the goal, attention study independent, procedure and total.
通过对“故事”意义的阐释，可以理解隐藏在其中的教师主体性道德教育观念。
The research of education narrates is one of a new approach for the research of the moral education concept for teacher subject.
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 obtained the definition of the subjectivity moral personality from the concept of subjectivity, the personality, the moral personality.
实质上，主体性道德教育与社会性道德教育是紧密联系在一起的，不能人为地割裂开来；
In fact, subjective moral education and social moral education are closely connected and can't be separated with each other.
其作为一条可普遍化的道德原则或说始原性道德，不仅仅是指一个人的人品，也是一种公共规则。
As an universal moral principle or original morality, it means not only a person's moral quality, but also a public rule.
实践性道德主体能否在学校道德教育中成功建构，关键在于德育课程是否真正体现了实践性的原则。
Whether the moral curriculum actually embody the principle of activity is crucial for successfully constructing the moral subject in the moral education of school.
实践性道德主体能否在学校道德教育中成功建构，关键在于德育课程是否真正体现了实践性的原则。
Whether the moral curriculum actually embody the principle of activity is crucial for successfully constructing the moral subject in the moral education of school.
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