| 1. | Why non - inculcation moral education is possible
没有灌输的道德教育何以可能 |
| 2. | Reflections on the theory inculcation
对灌输理论的思考 |
| 3. | The historical evolution and realistic significance of the inculcation theory
灌输理论的历史沿革及其现实意义 |
| 4. | This thesis being based on the research of t he inculcation theory and the reception theory , makes much more argumentation about the enlightenment of reception theory
全文在对灌输与接受理论进行深入探讨的基础上，尤其对接受理论及其启示作了较大篇幅的论述。 |
| 5. | Many states still see history teaching , and the inculcation of foundation myths , as a strategic imperative ; others see it as an exercise in teaching children to think for themselves
很多政府仍视历史教学还有建国神话为战略必须的；其他一些认为这个是教导孩子们如何看待他们自己的练习。 |
| 6. | Besides the introduction , is consists of jive parts . the first part is about the history and meaning of the inculcation theory . the second part is about creatively holding on the inculcation theory
全文共三万余字，除导言外，主要分为五个部分，文章第一部分为灌输理论的历史考察与内涵；第二部分为市场经济条件下要创造性地坚持灌输理论；提出要创新机制，借鉴接受理论。 |
| 7. | In the author ' s opinion , it is too one - sided to put all the blame on knowledge education itself . knowledge education was reduced to " knowledge acceptance " and " knowledge inculcation " , which is resulted more from the misunderstanding of knowledge than from the overevaluation of it
知识教育之“沦为” “知识授受” 、 “知识灌输” ，其根源与其说在于人们对知识的重视，毋宁说在于人们对知识的误解，在于人们对个人知识的忽视。 |
| 8. | It also elaborates the educational characters of the moral education process from five relationships : ( 1 ) the relation between contributions and gains ; ( 2 ) the relation between strict requirements and respect and care ; ( 3 ) the relation between other control and self - discipline ; ( 4 ) the relation between internalization and externalization ; ( 5 ) the relation between inculcation and self choice
从五个关系阐述了道德教育过程的教育性： （ 1 ）奉献和索取关系； （ 2 ）严格要求与尊重爱护关系； （ 3 ）他律与自律关系； （ 4 ）内化与外化关系； （ 5 ）灌输与选择关系。 |
