| （摘要内容经过系统自动伪原创处理以避免复制，下载原文正常，内容请直接查看目录。） 古代慈悲理念从基本上决议了慈悲行动，是古代慈悲事业成长的条件和预备，德语论文，是慈悲行动可连续成长的本源，是增进慈悲事业良性轮回的最深条理身分，也是加速慈悲事业成长进度，改良慈悲事业成长途径的症结要素。与此同时，古代慈悲理念也是停止国民品德教导、晋升国民认识的主要切入点。古代慈悲理念的造就受个别内涵身分和社会品德成长程度、宗教文明、社会轨制、宣扬教导等内在身分的作用和制约，个中教导在古代慈悲理念造就中饰演主要脚色，施展奇特感化：教导不只可以改变慈悲理念，还可以育化慈悲理念。德国慈悲事业汗青悠长，慈悲事业成长快，这离不开平易近众广泛较高的慈悲认识。教导在德公民众慈悲理念造就方面饰演主要脚色，德语论文，慈悲教导贯串于全部教导系统当中，从家庭教导、黉舍教导到社会教导，慈悲教导内容普遍、措施多样。在家庭慈悲教导中，重视施展怙恃在慈悲理念造就进程中启发者、情况发明者、模范示范等感化；在黉舍慈悲教导中，从教导目的、课程设置、宗教教导、品德教导、课外运动等方面临先生停止慈悲教导的渗入渗出和发生潜移默化的作用；在社会慈悲教导方面，充足施展社会慈悲教导时空的开放性、对象的社会性、内容和情势的多样性、感化的赔偿性的特色，经由过程慈悲组织、自愿办事、社区运动、教会和年夜众传媒对平易近众停止慈悲教导。家庭教导、黉舍教导和社会教导三者互相合营、环环相扣，在德公民众慈悲理念的构成进程中施展着弗成替换的感化：家庭是人的第一所黉舍，家庭教导在平易近众慈悲理念的构成进程中起到基本和先导性的感化；黉舍是青少年教导的主阵地，是慈悲教导的主体和最主要的情势；社会教导是慈悲教导无力的弥补和完美。 Abstract: Ancient mercy idea fundamentally determines the action of compassion is ancient charity growth conditions and preparation, is compassionate action that can develop continuously is the origin of, is the deep-seated factor promote charity a virtuous circle, but also accelerate the charity to progress, improved compassionate thing industry growth path of the crux of the elements. At the same time, the ancient charity concept is the main entry point to stop the national moral education, the promotion of national awareness. Ancient mercy idea created by individual connotation of identity and social moral growth degree, religious culture, social system, promote teaching internal factors influence and restriction, medium teaching play a major role in the modern concept of compassion and creating, display peculiar effect: teaching is not only to change the concept of mercy and compassion philosophy of education. Germany has a long history of charity, charity and grow fast, it cannot do without the people widely higher understanding of compassion. Taught in the German public mercy idea training plays the main role and compassionate teaching permeate in the overall education system, from the family education, schools teach to social education, compassionate teaching content generally, various methods. In family and compassionate teaching, pay attention to display their parents invention, exemplary action such as mercy idea formed in the process of inspiration, in the; in the school give compassionate teaching, from teaching purpose, curriculum, teaching religious, moral education, extracurricular sports, confronted Mr. stop compassionate teaching of infiltration and to exert a subtle influence; in social charity education, cast sufficient social charity teach spatio-temporal open, the object of the society, the content and forms of diversity, affect the compensation characteristics, through charitable organizations, volunteer services, community sports, church and the eve of the media to the peoples stop compassionate teaching. Family education, schools teach and social three teach each other joint venture, interlocking, in the German public charity concept of composition in the process of display Eph into the action that replace: the family is the first schools and family education in the plain of public charity concept composition process to base the and leading role; schools is to teach young people the main position, is compassionate teaching of the subject and the main situation; social education is compassionate teaching's inability to make up and perfect. 目录: 摘要 3-4 Abstract 4 一、引言 6-15 （一）概念解析 8-12 （二）现代慈善理念的影响 12-13 （三）教育在培养民众慈善理念方面的影响 13-15 二、家庭教育与慈善理念的培养 15-23 （一）家庭教育在慈善理念培养中的影响 15-17 （二）德国家庭慈善教育的方式 17-20 （三）德国家庭慈善教育的特点 20-23 三、学校教育与慈善理念的培养 23-36 （一）学校教育中作用慈善理念培养的因素 23-25 （二）德国学校慈善理念培养的方式 25-34 （三）德国学校慈善教育的特点 34-36 四、社会教育与慈善理念的培养 36-46 （一）社会教育的特点及作用因素 37-39 （二）德国社会慈善理念培养的主要途径 39-43 （三）德国社会慈善教育的特点 43-46 结语 46-48 参考文献 48-51 在校期间学术成果 51-52 致谢 52 |
