查询词典 noddings

As far as moral education is concerned, Noddings doubts the cognitive pattern of moral education dominated by scientism, cognitivism, and male-centered cultural tradition. Her caring moral education theory stresses the respect for each student's life, the emphasis on students' feeling and experiencing, the highlighting of teachers' function as caring models, and the insistence in practicing; meanwhile, her theory has raised four approaches to moral education, namely, modeling, dialogue, practice, and confirmation.

就道德教育而言，她质疑受科学主义、唯认知主义和男性中心文化传统支配的道德认知教育模式，她的关怀道德教育理论强调对学生生命的尊重、对学生体验和感受的重视、教师的榜样作用和道德教育的实践性特征，同时以现象学的方法细致探讨了道德教育的四种方法：以身作则、对话、实践和认可。

Noddings, who is a America education expert sees the drawback, raises the care moral education. The caring theory has a positive guiding meaning and practical measure to improve this situation, and it gives a good inspiration and reference to build a harmonious campus.

美国教育学家诺丁斯所提出的关心德育理论，针对现代学校缺少人文关怀的弊端，提出了一些对改善这种状况具有积极指导意义的理论与具有可操作性的实践措施，对于建设和谐校园具有很好的启示和借鉴作用。

As far as moral education is concerned, Noddings doubts the cognitive pattern of education of morality dominated by scientism, cognitivism, and male-centered cultural tradition. Her caring moral education theory stresses the respect for each student"s life, the emphasis on students" feeling and experiencing, the highlighting of teachers function as caring models, and the insistence in practicing; meanwhile, her theory has raised four approaches to moral education, namely, modeling, dialogue, practice, and confirmation.

就道德教育而言，她质疑受科学主义、唯认知主义和男性中心文化传统支配的道德认知教育模式，她的关怀道德教育理论强调对学生生命的尊重、对学生体验和感受的重视、教师的榜样作用和道德教育的实践性特征，同时以现象学的方法细致探讨了道德教育的四种方法：以身作则、对话、实践和认可。

This article analyses the ethics of care's interpretations of social justice, and its implications of education. In Nel Noddings' theory of ethics of care, the central energy of the ethical action is the response of human feelings.

诺丁是将关怀伦理学由人性发展层面加以理论化的第一人，诺丁的关怀伦理学重在加强人性的关怀力量，使得护持正义社会的人性活水源头，得以长远保有而源源不断。

The aim of this thesis is to explore the integration of the connotation, utilization, and educational approach between Noddings' Caring Theory and Tzu Chi's Great Love.

本研究旨在探讨诺丁斯关怀伦理学及慈济大爱之意涵、行动展现及教育内容之理念会通。

Against this background, Professor Nel Noddings, the chairwoman of the US Education Association, with twenty years' academic studies, has put forward caring ethics emphasizing individual differences and the effect of teacher-student relationship on the cultivation of students' care consciousness and ability, and furthermore, has shaped her caring-oriented education theory.

在此背景下，美国教育学会主席内尔·诺丁斯教授尽二十年的学术努力，提出了重视生命差异、关注师生关系对于学生关怀意识和能力培养的关怀伦理学以及关怀取向的教育理论。

View from the start with this care, using Noddings" care moral education theory, in light of the status of the school caring lack, it provides a three-pronged constructive ideas with the promotion of harmonious campus building: a "care" at the core of moral philosophy, for the harmonious campus building ideological driving force ; Constructing the teacher-student relationship of mutual care, nurturing building "harmonious campus";"exploring ways and means of moral humanistic care education to build a harmonious campus culture.

主要是从关心的视角入手，运用诺丁斯关心德育理论，结合我国学校校园关怀缺失的现状，对促进和谐校园建设提出了三方面建设性的构想：树立&关心&为核心的德育理念，为和谐校园建设提供思想动力；构建相互关心的师生关系，培育建设&和谐校园&的主体力量；探索体现人文关怀的德育途径和方法，建设和谐校园文化。

Presenting the dynamic process of Great Love can absorb utilization of caring. Education of spiritual cultivation of Tzu Chi can encompass Noddings' moral education. So far, the researcher understands that caring is not just a theory.

最后，藉由探讨慈济大爱的理念彰显关怀伦理的本质，以大爱包容性扩充关怀的意涵、呈现大爱福慧双修的过程可吸纳关怀行动，以道场教育和诺丁斯道德教育做呼应。

On the basis of the Western ideological tradition of caring ethics, American educator Nel Noddings has developed her theory of care-centered moral education with such clear-cut characteristics as concreteness, individuality and intersubjectivity.

关怀伦理学兴起于20世纪70年代末80年代初的美国，经过20多年的发展，已成为汇聚众多学者和著作的重要伦理学流派，其中，理论最具深度和最为系统的当推美国教育家内尔·诺丁斯的以关怀为核心的道德教育理论。

Noddings' theory emphasizes the respect for students' lives, students' personal experience, teacher's exemplary role and feasibility of moral education, and advocates the following four methods: personal example, dialogue, practice and affirmation.

诺丁斯是美国斯坦福大学教育系的教授、美国教育哲学协会主席、美国教育学会现任主席，曾三次获得斯坦福大学&教学优秀奖&和包括&斯宾塞教师奖&在内的其他著名奖项。

Life. But the intrinsic way of the Internet by wire confines accessing and using of the network information.

然而，Internet固有的有线连接方式大大限制了人们对网络信息的访问和使用。

I have a strong persuasion that this is true .

我坚信这是正确的。