叛逆心理；灌输德育；主体德育。
Rebel psychology; Instills into the moral education; Main body moral education.
而人的问题则是主体德育的中心问题。
实践性道德主体能否在学校道德教育中成功建构，关键在于德育课程是否真正体现了实践性的原则。
Whether the moral curriculum actually embody the principle of activity is crucial for successfully constructing the moral subject in the moral education of school.
通过解构德育主体体系，发现该主体的层次性特点：国家（社会）是学校德育的原发性即本体性主体；
Through analyzing the subject system this article aims at ascertaining the hierarchical features: The nation (society) is the original, i. e. noumenal subject of moral education.
传统德育模式缺乏对学生主体性的关怀和引导，致使当前学校道德教育面临着巨大的困境。
The model of traditional moral education ignored the students' subjectivity, which had resulted in the poor effect on our school moral education.
传统的德育评价具有封闭性的特点，在评价主体、评价形式、评价目标等方面都趋向于单一和封闭。
Traditional way of moral education assessment is within a closed system with a closed and single assessment subject, assessment form and assessment target.
传统的德育目标偏重方向性和一致性，德育内容陈旧、模式固板，德育过程忽视了主体的需要。
The traditional moral goal lays particular stress on the directionality and consistency, its contents are outmoded and rigescent and its moral course has ignored the need of the subject.
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.
德育主体是一个具有丰富内涵和子项的体系。
The subject of moral education is a system containing rich connotation and sub-items.
老子的德育入程夸大知情意行四位一体的教育，注重道德主体的综合和谐发铺。
Laozi emphasized the moral process of knowing four-in-one line of education, the main emphasis on the moral development of the integrated and coordinated.
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.
德育主体性思想的根据何在？这是关系德育主体性理论和实践的根本问题。
What is the basis of the moral educational subjectivity is a basic question about the theory and practice of the moral educational subjectivity.
心理学研究表明：道德心理是道德主体性的内在依据，既是道德教育内化的基础，也是德育的目标。
Psyshological research shows: moral psychology is the internal basis for the quality of moral subject and for educate in ethnics. It's also the objective of moral education.
面对新情况，需要从德育的观念、德育的内容、德育的主体等方面着手，努力为培育校园道德文明寻找新的对策。
Aiming at new situation, should take measures from the idea, content, main body of moral education, seek new countermeasures so as to cultivate school moral civilization.
教育目标不是唯一的，在大学德育活动中，教育主体面临着不同的价值取向，或社会的或个人的或两者相结合。
The educational goal is not unique. In the morally educational activities, the main body of education is faced with the values or the combination of both social values and individual values.
因此，在家庭德育中，孩子的自我教育需要家长以孩子为主体，给与孩子有效的指导。
Therefore, in the moral education in the family, parents should take the child's self-education as the main body and give them effective guidance.
本文分别从时代的要求、德育的反思、涵义及特征、实施策略等方面对主体性德育进行了系统地论述。
This article makes a systematic discuss for the subject of moral education from facets of the demand of era, and the introspection, meaning and character, and implementation of moral education.
作为高校德育教学主体的教师，对于高校德育教学的效果将起到决定性的作用。
As teaching main body of colleges and universities' moral education, the teachers play a decisive role on teaching effects of its moral education.
“自主建构型”德育模式的建构应从营造同化模拟式德育环境、设计阶段渐进式德育内容、采用主体参与式德育方法等方面着手。
The moral education model of making one's own decisions should build a assimilated, simulated moral environment, design moral contents step by step, and adopt moral methods of subject.
生命教育、公民教育、信仰教育构成了高校主体性德育的主要内容；
The life education, the citizen education and the belief education become the main contents of the college subjectivity moral education.
网络传播环境下高校主体性德育的理论与特征。
The network spreads lower colleges and universities of environment subjectivity moral education theory and characteristic.
德育是教育系统工程的核心和主体，全面推行素质教育，德育应为首。
The moral education is a core and leading role in pedagogy and preferential in overall quality teaching.
相对于德育条件，德育资源具有更高的抽象性、概括力，更大的通用性、普适性，更鲜明的主体性、积极性。
Compared with conditions of moral education, the resources of moral education are more abstract, more general, more common, more subjective, and more active.
教师，作为学校德育实施主体和学生最重要的道德榜样，其自身的言行举止、行为示范对学生最具有感染力，对提高学校德育实效性具有重要作用。
As the main carrier of school moral education and students most important moral model, teachers own actions and demonstrations have an important influence to students.
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.
当代德育工作者要转变德育工作观念，确立学生在德育工作中的主体地位，一切以学生为中心。
The idea of moral education must be transformed. The main status of students should be built and all efforts are made round the students.
德育效能决定着未来人才的价值取向，关系到未来民族的主体素质。
The efficacy of moral education determines the value orientation of the future talents and of vital importance to human quality of the nation as well.
论文的第二部分对主体性德育的理论基础和现实诉求进行阐述。
The second part of this paper interprets the theories and the practical appeal of subjective moral education.
论文的第二部分对主体性德育的理论基础和现实诉求进行阐述。
The second part of this paper interprets the theories and the practical appeal of subjective moral education.
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