增强道德主体的主体性；
而且我们还需要详细研究，成为自由人，一个自由的道德主体。
And we need to investigate what it means to be a free person.
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.
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.
道德教育回归生活世界其实即是回归其主体人自身。
Returning of moral education to the life world is to the return to the subjects.
道德价值是主体的私意的表达。
道德主张的相对化，引发了网络主体间严重的信任危机。
The relativization of moral position, has initiated the serious crisis of trust.
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.
青少年是互联网上不道德行为的重要主体。
Youth and juveniles are the main part of immoralities on web.
提高主体的道德素质，是高校道德治理必须始终着力的重要目标。
Elevating the main body's moral quality is the aim of university moral management.
主体的信用道德选择受制于利益、环境和制度诸因素。
The choice for main credit moralities is subject to benefit, environment and system, etc.
其回归方式为对生活世界的主体参入式回归，并用“交互主体观”统摄道德教育过程。
And thus the process of moral education is governed by "the ideas of mutual subjectivity".
德性是主体化为个体品质的道德单元。
Virtue means moral elements that have come into a person's quality.
第二部分为主体性道德人格教育。
The second chapter is the education on subjectivity moral personality.
人是一种关系性存在是主体间性道德教育的人性论依据；
The third part is the theory construction of the moral education of intersubjectivity.
第二部分，主体间性道德教育的出场语境。
The second part is the context of the moral education of intersubjectivity.
高校主体性道德教育模式不只是一种教育方法。
The pattern of subjective moral education is not simply a kind of education method.
在我国目前的道德建设中，权力主体的道德建设逐渐成为人们关注的热点。
Nowadays in our country 's moral construction, the authority corpus becomes hot point.
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.
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.
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