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。
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 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。
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。
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。
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。
School moral education is going through the process of turning moral "cultivation theory" to moral "learning theory".
学校道德教育正经历着从道德“培养论”转向道德“学习论”的过程。
Currently, school moral education is going through the process of turning moral "cultivation theo2ry" to moral "learning theory".
目前，学校道德教育正经历着从道德“培养论”向道德“学习论”的转变。
Currently, school moral education is going through the process of turning moral "cultivation theo2ry" to moral "learning theory".
目前，学校道德教育正经历着从道德“培养论”向道德“学习论”的转变。
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