頁籤選單縮合
題 名 | 我國教學語辭的演進及評析=The Development and Comment of the Chinese Terminology on Teaching |
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作 者 | 楊龍立; | 書刊名 | 臺北市立師範學院學報 |
卷 期 | 30 1999.03[民88.03] |
頁 次 | 頁59-78 |
分類號 | 520 |
關鍵詞 | 教學語辭; |
語 文 | 中文(Chinese) |
中文摘要 | 本論文的目的在探討我國從古至今教學語辭的使用情形,並對演進的現象加以評 析。經過理論分析及文獻分析,本研究發現從古至今教學語辭並非一直為國人所使用,在學 記篇出現教學二字之後,到了民國十四年以後教學一辭才大量盛行。傳統常以學來代表教育 事務,且學記篇中教學二字意思是教與學各種事務的整合,因此學或教學即古代用來說明教 育的語辭。清末延用日本所使用的教育一辭之後,亦取用了教授二字來代表教及教法的意思。 民國初年國內學者不滿意於教授二字的被動學習色彩,故改名為教學,至今教學一辭仍為國 內所習慣。古代教學所代表的豐富涵義亦被現代人窄化成教法、教的技術或方法。若為了減 去教學與教育二語辭間不必要的混淆,教學白教授、教導等語辭替代是可行之道,筆者建議 以教導一辭來代替教學一辭。 |
英文摘要 | This essay attempts to explore the meaning of the Chinese term "teaching". There are five main parts in the essay. The first part explains the traditional meaning of teaching; the second part deals with the use and meaning of teaching between 1900-1925; the third part outlines the modern meaning of teaching; the fourth part comments on the changing meaning of teaching; and the final part concludes that 1. the Chinese term "teaching" has had different meanings from the past to present, 2. a slight confusion exists between both Chinese terms of teaching and education, 3. in order to avoid such a confusion, the author suggests a substitution of "instruct" or "educate" for "teaching". |
本系統中英文摘要資訊取自各篇刊載內容。