培养儿童的道德自主性，是我们德育工作的理想目标，而道德自主性的直接表现形式便是个体行为的自我调节。
The ideal objective of the moral education is to develop children's moral autonomy whose direct manifestation is self - regulation of the personal behavior.
实践性道德主体有着自己的基本特征：能动性、自主性和为我性。
The practical moral subject has its basic characteristics that are activity, independence and self-center.
网络道德具有开放性、自主性、多元性等特点。
The network morals have characteristic and so on openness, independency, polytropism.
这就是康德的想法：自由等同于自主性。大家可以看到，这与他的道德观点之间的联系。
So, that's Kant's idea of freedom as autonomy and you can begin to see how it's connected to his idea of morality.
但应承认，基本趋向仍恪守婚恋道德，但自主性、宽容性均在增强，追求婚恋方式的多样自由。
But its basic trend is still towards adherence to marriage ethics, an increase of independency and tolerance, and the pursuit of the diversification of the love and marriage mode.
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 ;
本文第一章主要从被遮蔽的女性、被压抑的少女、爱慕虚荣的女性和父权道德下的女性四个方面来分析茨威格笔下非自主性的女性形象。
The first chapter analyzes dependent female image mainly from obscured women, repressed girls, vanity women and women under patriarchal morality described by Zweig.
本文第一章主要从被遮蔽的女性、被压抑的少女、爱慕虚荣的女性和父权道德下的女性四个方面来分析茨威格笔下非自主性的女性形象。
The first chapter analyzes dependent female image mainly from obscured women, repressed girls, vanity women and women under patriarchal morality described by Zweig.
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