1) Ethics teaching
伦理学教学
1.
Ethics teaching is entering a university classroom on a daily broadening scale,different type and their specially appointed purpose and mission only not making ethics teaching clear,neither has common idea and common character should have in them principle aspect reaching consensus.
伦理学教学正日益广泛地进入大学课堂,但并没有明确伦理学教学的不同类型及其特定的目的和任务,也没有在它们应有的共同理念和共性原理方面达成共识。
2) teaching ethics
教学伦理
1.
Network teaching with life,sociality,education and exchanges,had decided the network teaching has it s own teaching ethics.
网络教学具有生命性、社会性、教育性、交往性,决定了网络教学有自身的教学伦理,网络教学伦理的价值取向就是促进人的全面发展。
2.
Students all-round development,modernization of education,carrying out the policy of governing the country with moral and acquiring advanced culture of socialism are pressing for setting up the subject of teaching ethics.
建构教学伦理学学科已成为学生自由全面发展、教育现代化、贯彻以德治国方略和建设社会主义先进文化的迫切要求。
3.
The development of modern educational theory research and practice requires the enhancement of teaching ethics studies.
现代教学理论研究和的实践发展迫切需要加强教学伦理研究。
3) science of teaching ethics
教学伦理学
1.
The science of teaching ethics is a subject to research the necessary moral concept,norm and practice in teaching,which aims at guiding teaching to tallying with goodness.
建构教学伦理学学科已成为学生自由全面发展、教育现代化、贯彻以德治国方略和建设社会主义先进文化的迫切要求。
4) Medical Ethics Teaching
医学伦理学教学
1.
Analysis of Medical Ethics Teaching Questionnaire Investigation;
关于医学伦理学教学的问卷调查及分析
5) Teaching Process of Nursing Ethics
护理伦理学教学
1.
On the Two Issues in the Teaching Process of Nursing Ethics
浅谈护理伦理学教学中需要关注的两个问题
6) ethical education
伦理学教育
1.
In the contemporary,ethics is increasingly becoming the popular scolarship,but there are very serious misunderstandings in the ethical education.
但是,在当代的伦理学教育中却存在三个严重的误区:一是道德规范外在化,二是道德目标空泛化,三是道德传播抽象化。
2.
In China, students have a poor ethical accomplishment because of not getting necessary ethical education.
在我国,无论是在中学还是在大学都没有开设伦理学必修课程,学生因为没有接受必要的伦理学教育而普遍缺乏起码的伦理学素养,这已经并将继续导致诸多不良后果。
补充资料：《伦理学》
| 《伦理学》 Ethica in Ordine Geometrico Demonstrata B.斯宾诺莎的著作。写于1662～1675年，1677年出版。全称为《用几何学方法作论证的伦理学》。书中系统阐述了作者的唯物主义自然观、认识论和伦理学，认为神或自然是唯一的实体，思维和广延是它的两个属性，一切物理和精神现象都是表现实体属性的样式。认为由感觉和记忆得到的知识是错误的原因，而推理和直观得到的知识必然是真的。书中论述了他的哲学、伦理学所要达到的目的及途径：通过理智克制情感对人的奴役而达到自由，进而达到对神的理智的爱。 |
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