道德教育缺乏实效性，是目前高校道德教育所迫切需要解决的重要问题。
Colleges and universities are confronted with the problem in moral education: moral education lacks efficacy.
在德育实效性方面，已经有了许多研究并形成了较为一致的观点，但道德回报方面的研究还比较缺乏。
There have been many studies and formed relatively consistent view in the view of moral educational effectiveness, while lacking the research of moral repayment.
我国中小学德育当前存在的主要问题是实效性差，缺乏魅力。
The main problem of moral education in primary and middle schools at the present is lack of effectiveness.
本文认为“两课”教学方面既存在“假缺乏”实效性的误解，更存在“真缺乏”实效性的现实。
The captioned paper argues that in the "Two Courses" teaching, there exists a real lack of effectuality, despite the misconception of an unreal lack of effectuality.
高校仅仅依靠传统的显性德育载体开展德育工作，已明显缺乏针对性和实效性，出现了被动滞后的现象。
If colleges and universities moral education only depends on obvious moral carrier, it will lack specificity and prescription and appearing lagging phenomenon.
“两课”教学实效性低下的关键因素在于教师缺乏教学的形上意识与实践理性，因此要真正提高“两课”教学的实效性，其前提条件是教师必须具备良好的教学形上意识与实践理性。
The key factors for lower practical effects in the teaching of Marxism and morality courses lie in teachers want for metaphysical awareness and rational practice of teaching.
“两课”教学实效性低下的关键因素在于教师缺乏教学的形上意识与实践理性，因此要真正提高“两课”教学的实效性，其前提条件是教师必须具备良好的教学形上意识与实践理性。
The key factors for lower practical effects in the teaching of Marxism and morality courses lie in teachers want for metaphysical awareness and rational practice of teaching.
应用推荐