医德教育过程是道德认知与道德行为的统一。
The process of medical ethics education embodies moral cognition and moral behaviors.
最后提高学生的道德认知水平要更新道德教育的内容。
Finally, the content of moral education should be renewed, including the levels of which.
个别取向：第三个道德认知的要素是能了解别人的观点。
Perspective taking: A third element of moral knowing is being able to understand someone else's point of view.
团体心理咨询是提升大学生自我道德认知能力的有效途径之一。
Group psychology consultation is the important means to improve the self morals cognition ability of the higher vocational students.
道德能力是一种道德思维与道德实践、道德认知与道德行为相统一的特殊能力。
Moral competence is a special ability that integrates moral thinking and performance and moral cognition and behavior.
提高警察道德认知水平、加快警察道德立法进程是治理警察道德失范的根本对策。
Thereby , to improve the level of the police knowledge and quicken the process of the police moral legislation is the basical countermeasure to deal with the police…
本研究旨在探讨同场对抗性集体项目青少年运动员体育道德认知与行为的现状与特征。
This study aims to explore the status and characteristics of sports moral cognition and behavior in youth athletes of team events.
道德感：道德认知首先是花时间想一想- - -作什么是对、什么是错的道德判断。
Moral awareness: moral knowing means, first of all, taking the time to think — to make a moral judgment about what is right and what is wrong.
道德评价具有对道德认知的催化功能，对道德情感的共振功能，对道德行为的制约功能。
The moral evaluation is of hastening function for moral cognition, resonance role for moral feeling and control for moral action.
探讨护生道德认知水平与职业态度的相互关系，进一步密切了德育与专业教育之间的关系。
Through exploring mutual relations between the level of moral cognition and professional attitude, further closely the moral and professional education.
道德认知是由道德范畴、概念、规则为内容和以道德推理、道德判断、道德选择为形式的统一。
The moral content of cognition which is composed of moral categories, concept and regulation is united with its form which contains moral reasoning, moral judgement and moral choice.
这就导致他们在道德社会化过程中存在着一些突出问题：在“消解”权威中道德认知日益模糊；
These result to some pressing problems: the increasing vagueness of moral cognition in the process of disauthorization;
这可能是道德认知中最挑战的部分，因为需要承认自己的缺点与过错，不能只是找藉口为自己辩护。
This is perhaps the toughest aspect of moral knowing because it requires admitting your shortcomings and mistakes, rather than simply making excuses, or trying to justify yourself.
青年整体上能够表现出对网络正确的道德认知和社会认同，上网后青年的道德认知也无普遍的不良表现。
The youth possess of appropriate morality cognizance and social identity and after touching the network, the youth' morality cognizance has no abnormality.
实践证明，学生可能从教育者那里获得某种道德认知，但不一定会产生与教育者相同道德体验和道德需求。
The practice has showed that students could get some moral knowledge from the educators but could not get the same moral feeling experience and need.
就其原因主要是儿童道德认知特点、年龄、经验等因素的制约以及家庭、学校、社会等外在环境因素的不足。
The main reason is its moral cognitive characteristics, age, experience of children and other factors as well as family, school, society's lack of extrinsic environment.
第三部分系统分析了道德认知的内容和结构，较为深入地分析论证了道德认知在学校道德教育中的重要作用。
In the third part, the content and structure of moral cognition have been analyzed, beside that, the text has deeply proved the important functions in the moral education of the school.
道德认同是指德行对自我的重要性，是联结道德认知和道德行为的自我调节机制，是激发道德行为的重要动机。
Moral identity refers to the centrality of morality to the self, is self-regulatory mechanism connecting moral recognition and moral action, and is important motivation of moral behavior.
体面劳动与尊严生活是道德认知与道德情感的统一、道德意志与道德行为的统一以及道德人格与道德责任的统一。
Decent work and dignity of life are the moral unity of cognition and moral emotion, moral unity of will and moral behavior and moral unity of personality and moral responsibility.
学生沉浸在健康向上的道德文化环境中，潜移默化地激活他们的文化需求，使其道德认知达到从他律到自律的转变。
Students immerse in the health moral environment and activate their culture require, and attain a change from heteronomy to autonomic in their moral perception;
道德教育模式的研究呈实证化趋势，在多元化背景下注重道德认知能力培养属于西方道德教育理论中的第三条道路“；
The author maintains that under multi culture circumstances the emphasis on cultivation of moral cognitive ability belongs to "the third road" in the Western theory of moral education.
主要表现在，部分大学生在道德认知与道德行为选择上的“知行背离”，这从侧面反映出当前高校德育的实际效果不佳。
Mainly in some college students, their moral cognitive and moral behavior are unagreeable, which reflects the actual ineffective of current moral education from the side.
这六个要素- - -道德感、认识道德价值、个别取向、道德推理、自我了解与作决定- - -构成品格的道德认知。
These six elements — moral awareness, knowing moral value, perspective taking, moral reasoning, self-knowledge, and decision-making — make up the moral knowing components of good character.
调查的结果还表明中专生和中学生的道德认知水平差距不大，普遍认为中专生的道德认知水平比中学生的差，这也许是一种误解。
It may be misunderstanding that the competence of moral cognition of SVSS is in lower level than that of middle school students.
另一方面，若沉迷于网络游戏则会对未成年人的道德认知、道德意志、道德行为、人际交往以及生活方式等产生极大地负面影响。
If you indulge in network game, on the other hand, will be for minors moral cognition, moral will and moral behavior, interpersonal greatly negative influence as well as the way of life and so on.
测试结果显示，埃兹拉拥有17岁孩子的智力水平，智商超过160.心理学家发现他注意力很集中，反应很快，知识渊博，而且有着超前的道德认知水平。
Ezra was operating intellectually as a 17-year-old with an IQ above 160. The psychologist found him engaging, quick-witted, deeply knowledgeable and with advanced moral understandings.
发表在《认知》杂志上的一项新研究发现，仅一节道德课就可能产生持久的影响，至少在一种现实情形中是如此。
A new study published in Cognition found that, in at least one real-world situation, a single ethics lesson may have had lasting effects.
他注意到了标准内聚力的丧失，也就是我们内在道德方向仪的弱化，而卡尔注意到认知内聚力的丧失。
He saw a loss of normative coherence - a weakening of our internal moral gyroscope - and Carr sees a loss of cognitive coherence.
然而，尼采最终抛弃了 “李主义”，因为这种方法不足以完成他“重估一切价值”的任务，代替这种“历史认知论”的，是尼采独创的道德谱系论。
Yet, he eventually came to criticise and reject 'Réealism' as inadequate to the task of a radical 'revaluation of values', and replaced the 'historical approach' with his own genealogy of morality.
然而，尼采最终抛弃了 “李主义”，因为这种方法不足以完成他“重估一切价值”的任务，代替这种“历史认知论”的，是尼采独创的道德谱系论。
Yet, he eventually came to criticise and reject 'Réealism' as inadequate to the task of a radical 'revaluation of values', and replaced the 'historical approach' with his own genealogy of morality.
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