On practice, teachers should set up their subjective in the education work and become their students moral model in classroom and have skilled teaching tact.
在实践层面，教师应确立其在课堂中的主体性，成为课堂情境中的道德楷模，并具备教育机智。
Compared with conditions of moral education, the resources of moral education are more abstract, more general, more common, more subjective, and more active.
相对于德育条件，德育资源具有更高的抽象性、概括力，更大的通用性、普适性，更鲜明的主体性、积极性。
The pattern of subjective moral education is not simply a kind of education method.
高校主体性道德教育模式不只是一种教育方法。
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