德育，即使在它声称在有用性、有效及经济增长背后有价值的存在的传统形式中，对现代物质主义也是一个挑战。
Moral education, even in its conventional form, is a challenge to modern materialism in its claim that there are values besides use, efficiency, and economic worth.
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 model of traditional moral education ignored the students' subjectivity, which had resulted in the poor effect on our school moral education.
传统文化是德育的重要组成部分。
Traditional culture is the primary constituent of moral education.
我国学校德育价值取向主要存在社会价值与个体价值、理想价值与现实价值、传统价值和现代价值割裂的问题。
The value trends of our school moral education mainly exist some separate problems be-tween social value and individual value, ideal value and realistic value, traditional value and modern value.
公民道德教育以公民为立足点，有别于传统德育。
Civil moral education is based on the citizens, therefore, different from the traditional moral education.
传统德育“大一统”的目标模式和德育个体适应性之间存在矛盾。
All these have resulted contradiction between the traditional mode of "moral big unification" and individual adaptability.
将传统德育途径拓展到网上，可大大增强德育的时代感和实效性。
Moral education website will be more practical and advanced than traditional methods.
传统的德育目标偏重方向性和一致性，德育内容陈旧、模式固板，德育过程忽视了主体的需要。
The traditional moral goal lays particular stress on the directionality and consistency, its contents are outmoded and rigescent and its moral course has ignored the need of the subject.
传统的德育评价具有封闭性的特点，在评价主体、评价形式、评价目标等方面都趋向于单一和封闭。
Traditional way of moral education assessment is within a closed system with a closed and single assessment subject, assessment form and assessment target.
中华传统美德内涵丰富深厚，是学校德育的源头活水。
The traditional Chinese virtues with profound connotation are abundant resources for school moral education.
第一部分：从交往的视角，对传统德育进行合理地反思和批判。
Part I: Due to communication, the thesis examines and introspects the traditional moral education.
传统德育教学教师课前要备教材，备学生，但是教学效果很难令人满意。
Conventional moral education needs preparation of both teaching materials and students before class, yet the result is far from satisfying.
在社会经济转型过程中，学校德育也随之发生了变革。传统德育已不适应变革的社会。
In the period of social economic transition, traditional moral education has not adapted to the changing society.
传统学校德育实质上是一种客体化模式，有其自身无法克服的局限性。
Traditional school moral education is a kind of objective model in essence and it has the limitation that can not be overcome by itself.
社会转型时期传统道德教育的优势地位致使学生的德育负担加重，其表现是多方面的。
The dominant position of traditional moral education during the society-transforming period leads to the increase of moral-education burden of students in many ways.
传统德育的弊端就是脱离生活主体去构建人的道德生活。
The defects in the traditional moral education is its departing from main body of life in constructing moral life.
对此，应采取转变教育观念，超越传统的德育教育内容、方法，利用网络技术建立校园德育教育网络等方法加以应对。
We should take the corresponding measures in answer to it: change educational concept, surpass traditional moral education, make use of net-work technology to set up campus-net.
这种全新的德育环境，必然对正处于社会化过程中的儿童产生这样或那样的影响，对传统的学校德育来说既是一种挑战，也是一种机遇。
These circumstances will definitely exert certain influences on the children in the course of socialization, which is a challenge as well as an opportunity for moral education.
体验式德育教材是对传统德育教材困境与问题的积极回应，是当代具有活力和魅力的德育教材新样态。
Experience-based moral education teaching material is the moral education teaching material with experiencing as its basic characteristic.
在新时期，加强对传统文化的教育无疑对高校学生的德育有着重大的意义。
In the new time, strengthens to the traditional culture education has the significant significance without doubt to the university student's moral education.
现代德育从实践结果上来说是失败的，而相比之下，传统德育至少在效果上是成功的。
Compared with the failure of modern moral education in its practice, traditional moral education is successful in its effects.
《周易》蕴含着丰富多彩的德育教育的深奥哲理，它对中国的传统教育思想产生了深远影响。
Book of Changes contains abundant and profound philosophy concerning etyical training and education. It has a great impact on the concept of traditional Chinese education.
传统的价值取向影响着德育方法。
西方高校的道德教育模式是西方德育评估思想的体现，更是西方传统文化的体现。
The evaluation systems of morality education in western universities are the reflection of their morality evaluation thoughts and furthermore the reflection of western traditional cultures.
我们必须在德育观念、德育内容、德育方法等方面继承传统德育中的积极因素，并借鉴西方国家在实施道德教育过程中取得的成功经验。
For moral perspectives, moral content, moral methods, etc., we must inherit the active factors of traditional moral education as well as refer to the successful experience of western countries.
从对话的角度来审视传统德育教学，不难发现其存在诸多不足之处。
Examine and evaluate our traditional moral education from viewpoint of dialogue theory, one will easily find out the shortcoming of it.
然而，学校德育因其固有的特性又不能轻易地放弃传统，无形中陷入困境。
Consequently, it has fallen into dive stracts. How can moral education extricate itself form the difficult situation?
在传统的德育模式里，德育更多地体现为德育实施者对德育对象实施的德育行为，表现为德育主客体之间的单向施受行为。
In the traditional models of moral education, it is usually evidenced in a kind of one-way behavior done by subjects.
现代德育实践离不开对传统德育思想的继承和扬弃。
Modern moral education practice of traditional moral ideas is inseparable from the inheritance and abandoned.
这样的德育方式能充分调动德育对象的主动性，消除传统德育外在目的性明显而使对象产生的阻抗情绪。
Such moral education waymobilizes the initiative of the object. Moreover, it can eliminate the counteractivemood because of obvious purpose of traditional moral education.
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