1) life moral education
生活德育理论
1.
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.
他在近30年的教育实践中创立了秉承生活教育思想精髓的生活德育理论。
2.
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.
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。
2) On the Living Virtuous Education
生活育德浅论
3) Life-oriented Moral Education
生活德育
1.
On the Construction of Moral Education Environment at Students’ Resident from Life-oriented Moral Education Perspective;
生活德育视野下的大学生公寓园区德育环境的构建
2.
In the current environment,life-oriented moral education has been experiencing some predicament.
生活德育理念体现为实践性、整体性和超越性。
3.
In order to trend to practice from theory,the suitable environment should be constructed for life-oriented moral education.
生活德育要从理论走向实践,必须着力构建与之相适应的环境。
4) life moral education
生活德育
1.
By means of the development of life moral education and the building of campus environment,it s effective for the students to experience the impacts of the both.
通过“大”、“小”两类生活德育和校园环境文化的开发与建设,对学生达成“立体包围”、潜移默化的教育,取得实效。
2.
In order to achieve success on the moral education at school,we must establish the formula of a life moral education.
知性德育专注道德知识的教与学,注重道德思维能力的训练,不是真正意义上的德性培养,要想使学校德育有所成就,就必须构建生活德育模式。
3.
Life moral education is a new pattern of moral education, which aims at a little effect of present moral education.
生活德育是针对现行德育实效性不高而提出的新的德育模式,它是指从受教育者的现实生活、现实存在、现实活动出发,在生活中对个体引导和教育,通过过有道德的生活来学习道德、养成习惯,并最终到达美而善的生活。
5) moral education in life
生活德育
1.
As for moral education in life as a new concept, whether it can be accepted by educational theory and whether it can be carried out necessitate our logical reflection in five respects:Does life need morality? What life morality is needed? Why is moral education in life needed? How is moral education in life understood? How is it possible to carry out moral education in life in school
生活德育作为一个新概念,能否为教育理论所认同,生活德育的开展何以可能,这需要我们做五方面的逻辑思考:生活是否需要道德?需要什么样的生活道德?为什么需要生活德育?如何理解生活德育?学校生活德育如何可能
2.
In recent years, within the context of high school moral education, the concept of“moral education in life”has been put forward to enhance the efficiency of moral education.
近几年来,在中学德育工作的范畴内,人们提出“生活德育”以提升德育工作的实效性。
6) the dilemma of moral education in schools
生活育德
补充资料：游戏生活准备理论
游戏生活准备理论
prepare life theory of play
游戏生活准备理论(vrepare life theoryof play)德国生物学家格罗斯提出的一种游戏理论。认为游戏是本能动作的一种，儿童的游戏是为将来生活作准备。他认为游戏是人与动物都具有的一种大赋本能活动，生活是复杂的、竞争的，侮种动物都要有一个雕备生活的阶段，游戏是在生活准备阶段练习本领的手段。如小猫抓大猫玩，是为了练习捕捉老鼠的技能，男孩J’玩打仗、玩打渔、打猎是为了成年以后养家、谋生做练习。随书二生物进化的阶梯，动物越高级，未末生活技能越复杂，生活的准备时期就越长，游戏的时间随之增长。由此得出结论，儿童不是因为年幼而游戏，而是为生活作准备。 (白学军撰王艾利审)
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条