答：加强职业道德学习。
它是道德学习、道德修养与道德行为的动机。
It is the motive of moral learning, cultivation and behavior.
道德学习，从字面上理解就是对“道德”的学习。
The literal meaning of moral learning is to learn the morality.
大学生道德学习的机制分为外在机制、内在机制。
The structure of college students' moral learning consists of five elements: college students, moral information, instructors, media and environments.
德育实效性不高的重要原因之一是道德学习研究的缺失。
The lack of researching on moral learning is one of important reasons why moral education is inefficient.
本部分指出网络时代的到来必将为青少年开辟新的道德学习场域。
It is pointed out in this part that the arrival of Internet time will definitely offer a new field of moral cultivation.
人类学习就其内容而言，可分为知识学习、技能学习和道德学习。
According to its content, human learning can be classified as knowledge learning, skill learning and moral learning.
任何道德教育理论与实践范式都必须建构在道德学习发生机制之上。
Any theory and practice of moral education must be constructed on the basis of the genetic mechanism of moral learning.
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.
一方面，指出终身道德学习的实质内涵在于其的自主性、终生性和全域性；
On the one hand, points out that the essential connotation of lifelong moral learning is autonomy, lifelong and omnitude ;
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.
道德学习理论与人本主义学习理论又为基于网络的青少年道德学习提供了理论依据。
The moral study theory and humanistic learning theory serve as the theoretical basis for the proposal of teenagers' moral cultivation based on Internet.
这四个要素反映在小学低年级学生的道德学习中，就表现为独特的道德学习内容和方式。
Moral learning has its own characteristics for students in lower grades in term of contents and ways of learning.
道德学习的本质是人满足道德需要的自主建构，核心是追求自我价值，即满足自尊的需要。
The essence of moral learning lies in its independent construction of morality to satisfy people's moral needs with the core of pursuing self-values, i. e. meeting the needs of self-respect.
借鉴道德学习从儿童和青少年的研究路径，本文分析了大学生道德学习的结构、机制和过程。
There are many theoretical resources in China and western world, which provide grounds for the studying of the moral learning of college students.
本部分将从网络、青少年、学校德育三个方面具体分析基于网络的青少年道德学习面临的问题。
In this section, the problems it confronting will be analyzed from three aspects: Internet, teenagers and moral cultivation in school.
根据大学生道德学习活动的特点，本文从要素的五个方面就大学生道德学习的优化问题进行了探析。
According to the characters of the moral learning of college students, the thesis reveals the improvement of college students' moral learning from five aspects.
道德学习强调回到学习者自身，以学习者自觉、自发地进行道德学习为出发点，实现道德教育从“教”向“学”的转轨。
Moral learning emphasizes learning by learners themselves and learning with consciousness and spontaneity so as to realize the transition in moral education from teaching to learning.
为了更好地说明问题，笔者在该部分对目前国内关于道德学习的研究进行梳理和述评，并对本文的研究思路和研究方法做了简要交代。
To analyze the issue clearly, current study and research on moral cultivation is collected and commented; and research ideas and methods are introduced briefly.
学校道德教育应该通过反思性道德学习，帮助学生形成初步的道德智慧，为学生适应在熟悉与陌生、虚拟与现实的空间中穿行的现代生活做准备。
The moral education in schools should help students form the preliminary moral wisdom by reflective moral study and make students ready for the life in familiar or strange, virtual or real space.
支持全面教育的一个重要理由是，我们在学习中积聚智慧，提高自己的道德意识。
The most important argument for a broad education is that in studying the accumulated wisdom of the ages, we improve our moral sense.
在第三部分的学习中，这些参与者被问到一些关于她们身边的人或普通人的诚实和道德规范方面的问题。
In a third part of the study, the participants were asked questions about the honesty and ethics of people they knew and people in general.
这些情感是社会道德和学习的基础。
These emotions are foundational for morality and social learning.
你们很多人都经历了对这种罪恶和不道德行为的学习，对此我只有惊讶和被背叛的感觉，爱尔兰教会当局会做出处理。
I can only share in the dismay and sense of betrayal that so many of you have experienced on learning of these sinful and criminal ACTS and the way the Church authorities in Ireland dealt with them.
与竞争或个体学习策略相比，合作学习能更好地利用高水平推理策略、道德推理策略、培养洞察力和批判性思考的能力。
Cooperative learning promotes a greater use of higher level reasoning strategies, moral reasoning strategies, insight and critical thinking than do competitive or individualistic learning strategies.
我们将会从三个方面学习道德。
我们需要一种不同的方式，也许像心理学家BarrySchwartz所描述的，我们应该去遵循“实用智慧”的原则，并学习那些所谓的道德模范。
What is needed is a distinct approach, perhaps along the lines of teaching "practical wisdom" and celebrating moral exemplars, which has been eloquently described by the psychologist Barry Schwartz.
我们需要一种不同的方式，也许像心理学家BarrySchwartz所描述的，我们应该去遵循“实用智慧”的原则，并学习那些所谓的道德模范。
What is needed is a distinct approach, perhaps along the lines of teaching "practical wisdom" and celebrating moral exemplars, which has been eloquently described by the psychologist Barry Schwartz.
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