生活德育环境构建既需要精神资源也需要物质资源；
To construct the environment for life-oriented, the resources, both material and spiritual, are needed.
陶行知德育理论实质上是生活德育论，在管理上最突出的是提倡“学生自治”。
Tao Xingzhi's theory on moral education was one based on real life, the most outstanding part of which was "students' autonomy" in administration.
他在近30年的教育实践中创造出了秉承生活教育思想精髓、具有生活教育特色的生活德育理论。
In his about 30 years of educational practice, he got the quintessence of educational thoughts and put forward the life moral education theory with life education features.
第四部分是本文的重点部分，在遵循德育工作规律的基础上对生活德育在高校大学生中的运作思路做了一定探索。
The forth part is the key parts of this article. Following the law of moral education, the article offers a reference way to explore the moral life in universities.
提出了生活德育是学校道德教育的应然选择，德育教育应从生活实际出发，在生活中关注德育主体的现实需要，培养生活中的德育主体。
The author suggests that life-based moral education is the due choice of school moral education, which should be based on the real life which is moral subjects present needs.
在想象中生活，在想象中学习道德，在想象中走向未来，这就是希望德育的教化理性。
The humanizing reason of hope moral education is to live in imagination, study morality in imagination, approach to the future in imagination.
故而研究学校制度化生活的面目以及它对学校德育的影响尤为重要。
So, it is especially important to research for institutionalized life in school and its influence on moral education in school.
此外，英语谚语因其内涵丰富又富于哲理的特点而具有启发生活、指导人们行为、传播经验和德育教育等功能。
Besides, the rich connotations of proverbs and the deep philosophy in English proverbs provide them with the functions of enlightening life and giving moral lessons.
德育所依存的是一个“人”的世界，一个充满了鲜活生命的生活世界。
What moral education depends on are a world of human beings and a world of life filled with vigorous lives.
除了在精神上戒除利欲，还要在生活中以礼乐进行教化，礼乐是德育的有效途径。
Except for the mental denunciation of the benefit, people should be equipped with rites and music, which is the effective way to achieve moral education.
课堂教学、生活实践、个体交往与德育评价是中等职业学校的德育的基本途径。
There are four basic approaches for moral education in vocational schools, they are classroom teaching, living practice, personal relationship and moral education appraisal .
第二部分对童谣、儿童生活世界、德育价值进行了概念界定。
Part 2, definitions on Nursery rhymes, living world of children, moral values.
德育生活化为探究大学德育的内容和方法提供了有益的启迪。
Combining moral education with Life provides a useful means of exploring the contents and method of college students 'moral education.
传统德育的弊端就是脱离生活主体去构建人的道德生活。
The defects in the traditional moral education is its departing from main body of life in constructing moral life.
整个社会一直在呼吁要重视德育，但在现实生活中却有不尽如人意的现象出现。
Despite the sustained social appeals for the importance to be attached to moral education, there are unsatisfactory phenomena in reality.
德育生活化也要求转变德育方法，从单向认知转向多向互动。
It also requests to innovate the method of moral education-changing from one-way to multiple interactions.
第二，树立以学生为本的宗旨，坚持生活化的德育价值取向；
Secondly, we should set up the principle that we regard students as foundation, insist on living direction of value of moral education .
论文旨在明确童谣的德育价值、丰富德育课程资源，并为德育回归生活世界做实践尝试。
The aims were: clear the moral value of nursery rhymes, enrich moral education curriculum resources and add practice experience of moral education.
因此，有必要通过和谐人际关系的建立、对同辈群体的规约、校园文化建设及促使德育生活化等途径来改善学校德育环境。
So it's necessary to improve the school circumstances of moral education by building harmonious relations, instructing the community of the same generation, building the school culture and...
德育课堂所要回归的生活世界是一个事实世界与意义世界相互联结的世界。
The real world to which the moral education classroom should return is a combination of the world of fact and the world of meaning.
因此，有必要通过和谐人际关系的建立、对同辈群体的规约、校园文化建设及促使德育生活化等途径来改善学校德育环境。
So it's necessary to improve the school circumstances of moral education by building harmonious relations, instructing the community of the same generation, buildin…
在此基础上，德育通过在师生自我理解、相互理解和生活理解中来实现德育走向理解的境界。
On the basis of those conditions, the moral education steps forward a state of understanding by means of understanding oneself, others and lives for teachers and students.
第三部分对生活世界理论进行了整理与概述，并分析了德育应该怎样回归生活世界。
Part 3, to order and outline the theories on living world, and analysis that how moral education to go back to the living world.
学校德育环境是是学校内部对学生的道德品质和行为方式产生直接和潜在影响的各种物质、制度和精神的因素，伴随学生学校生活的时空的各个角落。
Circumstance of moral education in school includes the substantial, institutional and psychic factors that make direct and potential influence on students morality and action inside school.
德育所回归的人是在生活实践中与他人、他物发生相互关系和作用的人，不是静止、孤立的实体。
Theman that moral education returns to is the one that interacts with other individuals or matters in the life practice, instead ofa stationary and an isolated individual.
传统大学德育的弊端之一是脱离生活。
One of the limitations in traditional moral education is to be away from college students' life.
传统大学德育的弊端之一是脱离生活。
One of the limitations in traditional moral education is to be away from college students' life.
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