| 1. | Moral education : from moral elements to moral virtue
从道德单元到德性的形成 |
| 2. | The modern blending of traditional moral elements
传统道德元素的现代融通 |
| 3. | Virtue means moral elements that have come into a person ' s quality
德性是主体化为个体品质的道德单元。 |
| 4. | Influenced by a person ' s value , a moral element has definite value orientation
在个体品质中的价值取向系统的作用下，主体化的道德单元表现出确定的价值向性。 |
| 5. | Moral education should not only cultivate moral elements , but also set up correct value goal
既要培养基本的道德单元，又要确立正确的价值取向系统，这就是道德教育的双重任务。 |
| 6. | As a minimum unit abstracted from a moral system , a moral element can ' t keep in contact with anything , and only remains the basic meaning of itself
摘要道德单元是从道德系统中抽象出来的最小单位，它暂时舍弃了与其它因素的联系，因而只剩下独立的基本涵义。 |
| 7. | Based on " humanism " , the " two course " teaching reform should be examined on three aspects : to examine if the education concept be based on " humanism " ; to examine if the teaching method be based on " main body " teaching ; to examine if the teaching result be based on students ' development of intelligence , science spirit , moral element and political element
摘要坚持“以人为本”进行高校“两课”教学改革，应注意以下三个方面：一是教育理念是否坚持“以人为本” ；二是教学方式是否坚持“主体性”教学；三是教学效果是否注重学生的智慧开发、科学精神的培养与思想道德素质、哲学素质、政治素质的提高。 |
