| 1. | Reflections on value clarification of raths ' moral education thoughts
论拉斯的价值澄清德育思想及其启示 |
| 2. | Values clarification school
价值观辨析学派 |
| 3. | On the mode of value clarification and its implications to school moral education in china
论价值澄清模式及其对我国学校德育的启示 |
| 4. | Raths ' values clarification is an influential theory on moral education in modern western society
摘要拉斯的价值澄清德育理论是当代西方较有影响的德育理论流派。 |
| 5. | For this purpose , the theory puts forward four important elements and several main methods for values clarification
为此，该理论提出了价值澄清的四大要素和几大主要方法。 |
| 6. | Model one includes theory basis building models , value clarification models , social behavior models and consideration models
模式一有理论基础构建模式，价值分析模式，社会行动模式，体谅模式。 |
| 7. | There were three groups : experimental group with values clarification approach , controlled group with traditional approach , controlled group out of school with traditional approach
研究对象共分为三组分别进行实验教学：实验组、校内对照组、校外对照组。 |
| 8. | Value clarification and cognition reasoning didn " t really solve the " weak validity " problem of our moral education , on the contrary , they led to the phenomena of " negative validity "
价值澄清和认知推理不但没有真正解决学校道德教育“弱效”问题，甚至还出现了“负效”现象。 |
| 9. | Model two includes durkheim models , wilson models , kohlberp models , value clarification models . the third part are the advantage and disadvantage of american moral education
模式二有涂尔干的道德教育模式，威尔逊的道德教育模式，柯尔伯格道德教育模式，价值澄清学派的道德教育模式。 |
| 10. | The main purposes of this study were to apply values clarification approach to make the teaching models of resources recycling education , and to explore the differences of the effects between values clarification approach and traditional approach
摘要本研究旨在运用价值澄清教学法，探讨学生在资源回收结果评价、态度、自我效能、行为意图、资源回收认知及环境敏感度上的教学成效。 |
