It is the motive of moral learning, cultivation and behavior.
它是道德学习、道德修养与道德行为的动机。
The literal meaning of moral learning is to learn the morality.
道德学习，从字面上理解就是对“道德”的学习。
Thee days of "moral learning" activities, make me more deeply appreciate: love is the soul of ethics.
几天的“师德师风学习”活动中，使我更深刻的体会到：师爱是师德的灵魂。
The lack of researching on moral learning is one of important reasons why moral education is inefficient.
德育实效性不高的重要原因之一是道德学习研究的缺失。
As a new thought of school moral education, inquiry moral learning has put for2ward new requires for teachers.
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。
Moral learning has its own characteristics for students in lower grades in term of contents and ways of learning.
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。
According to its content, human learning can be classified as knowledge learning, skill learning and moral learning.
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。
Any theory and practice of moral education must be constructed on the basis of the genetic mechanism of 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。
On the one hand, points out that the essential connotation of lifelong moral learning is autonomy, lifelong and omnitude ;
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；
There are many theoretical resources in China and western world, which provide grounds for the studying of the moral learning of college students.
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。
The structure of college students' moral learning consists of five elements: college students, moral information, instructors, media and environments.
大学生道德学习的机制分为外在机制、内在机制。
According to the characters of the moral learning of college students, the thesis reveals the improvement of college students' moral learning from five aspects.
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。
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.
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。
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.
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 most elementary form of moral reasoning—the ethical equivalent of learning to crawl—is to weigh others' interests against one's own.
道德推理的最基本形式——在道德上相当于学会爬行——是将他人的利益与自己的利益进行权衡。
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.
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。
Besides exploring moral questions around heat capture, he is also learning about developments in technology.
除了探究热汲取的道德问题外，他还在了解技术方面的进展。
Learning "the Analects" First of all a person can develop the ideal personality and moral beliefs, casting ones life, view of life, social values, world view.
学习《论语》首先可以培养一个人的理想人格和道德信念，铸造一个人的人生观、生命观、社会观、世界观。
Worldly learning, moral rules and various efforts controlled by consciousness are vain to make a man goes on the right way of practice.
世俗的学问、道德标准，以及用意识去控制的种种努力；都是白费力气，也是无法让你走到修行的路上去的。
Beautiful environment, let our moral, make our learning more progress!
优美的环境，让我们道德高尚，使我们的学习更加进步！
The moral study theory and humanistic learning theory serve as the theoretical basis for the proposal of teenagers' moral cultivation based on Internet.
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 power of the model is endless" and "learning from someone" are the customary education methods in our moral education.
“榜样的力量是无穷的”、“向某某学习”是我们道德教育中惯常采用的教育方式。
Moral education is the infrastructure of higher learning.
道德教育是高等知识的基础。
Under the criteria of moral spirit and scientific spirit, the style of learning displays various characteristics respectively.
在道德精神和科学精神规范下，学习方式相应地显示出各自的特征。
Life moral is a relationship between human beings and lives, and individuals can acquire it through learning.
生命道德是人与生命之间的道德关系，个体生命必须通过学习才能获得。
Ironically, learning and knowledge instead divert people far from the moral field, which people never foresee before learning.
说来讽刺，学问知识反而引领一个人远离其道德生活的范畴，这是人们求学前所始料未及的。
Ironically, learning and knowledge instead divert people far from the moral field, which people never foresee before learning.
说来讽刺，学问知识反而引领一个人远离其道德生活的范畴，这是人们求学前所始料未及的。
应用推荐