因此，从网络的角度出发研究网络道德主体性的失落有助于我们制定和采取有效的措施来弘扬网络道德的主体性。
So, to study the losing of main body of cyber morality from the Angle of network can help us take effective measures to enhance it.
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.
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.
必须用新的道德教育——主体性道德人格教育对现行道德教育进行整合才能使现行道德教育进入应然状态。
Only by integrating new education in ethics-subjective ethical personality education into present education in ethics, can we put the present education in ethics into intrinsic state.
对话性道德教育模式旨在凸显人的主体性、价值性，强调个体的理性自觉，强调个体德性的自主生成。
The dialogic moral educational model is aimed at highlighting man's subjectivity and values, stressing the individual's rational consciousness and autonomous cultivation of virtues.
个体道德意识的特殊本质在于个体主体性。
The special nature of individual moral awareness lies in its individual subjective.
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.
增强道德主体的主体性；
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。
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.
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.
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.
在现实的道德活动中，道德自我呈现出人生定向性、主体性与整体一致性的特质。
In the practical moral practice, moral self presents the nature of life orientation, subjectivity and integral congruence.
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.
充分尊重并发挥受教育者的主体性，是达成道德教育目标的关键。
It is critical to respect the students and fully exert their subjectivity to achieve moral education goal.
围绕实践活动对大学生道德判断结构转换方面作用的核心观点，对主体性道德人格的生成机制进行了深入的剖析。
It centers in the key point of the role of practical activity on the structure transformation of moral judgment among university students, and analyses the cause of subjective moral personality.
学校传统道德教育片面强调规范性功能而忽视主体性的培养。
The traditional moral education in the school stresses its regulatory function but neglects the cultivation of it as subject.
心理学研究表明：道德心理是道德主体性的内在依据，既是道德教育内化的基础，也是德育的目标。
Psyshological research shows: moral psychology is the internal basis for the quality of moral subject and for educate in ethnics. It's also the objective of moral education.
古典人文教育注重个人在教育中的主体作用，然而，“群体”道德湮灭人在现实生活中的主体性。
The ancient humanistic education concerned a subjective role of the individual in the education, however, the group morality deprived a individual of the subjectivity in a realistic life.
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.
第三章论述启蒙的目标，对个体而言这是主体性的建立，对人类而言则是永久和平与道德改善目标的实现；
The third chapter deals with the goals of enlightenment. The goals , to individuals, are the establishment of subjectivity; to humankind, are perpetual peace and moral improvement.
张君劢提出的“自由意志”道德本体论，确立了道德的内在根源性，挺立了人的道德主体性。
Zhang Junmai proposed his moral ontology centered on "free will", which established the intrinsic root of morality and had one's subjectivity of morals stood upright.
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.
必须用新的道德教育——主体性道德人格教育对现行道德教育进行整合才能使现行道德教育进入应然状态。
Only by integrating new education in ethics-subjective ethical personality education into present education in ethics, can we put the present education in ethics in…
学校道德教育实效性低下的原因是多方面的，无视主体性的道德教育是其重要原因。
There are various reasons for the low practical results of schools' moral education. Ignoring main body's moral education is one of the important reasons.
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.
“上帝”是为道德的实现而预设的，并没有淹没人的主体性地位。
God "is presupposed for the realization of morals and it does not negate the subjectival status of human beings."
“上帝”是为道德的实现而预设的，并没有淹没人的主体性地位。
God "is presupposed for the realization of morals and it does not negate the subjectival status of human beings."
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