晚明至清中葉訓蒙理念的探討

Abstract

本研究旨在探討晚明至清中葉此一時期訓蒙理念的異同及發展，並透過分析與比較陸世儀、崔學古、張行簡、唐彪及王筠等五人的訓蒙理念，引申對現代教育的啟示。研究發現有三，分別說明如下： 一、童蒙教育深受到科舉考試的影響，例如在教育目標上，以科舉預備為主；在教學內容上，則多以科舉預備教育有關；在教材選擇上，除童蒙教材外，也多選用《四書》、《五經》等儒家經典；在教學方法上，則除背誦以外，已逐漸能為兒童講解書中大意。 二、五位教育家的訓蒙理念，對朱熹、王陽明兩種路線各有繼承與革新。陸世儀、崔學古、張行簡、唐彪雖然採取教學與管教上，採程朱一派嚴厲的態度以及約束，但在管教上已逐漸由嚴厲轉向溫和、同情的態度，融合朱、王二派的想法，而王筠則是五人中唯一宗主王陽明學派者。 三、除科舉預備教育以外，也關注到其他種類的教育，如陸世儀提出的女子教育，以及唐彪提出的不習舉業者教育和農村子弟教育，顯現出此一時期的訓蒙理念也考慮到當時的社會需求。 總之，晚明至清中葉時期的訓蒙理念，是在宋代朱熹、明代王陽明，及當時社會背景三方面影響之下，而逐漸成形，並希冀現代教育者能從中得到啟發，以發展更為適合兒童身心發展的教育論述。

The main purpose of this study is to inquire the ideas of child education between late Ming and middle Qing. To analyze the ideas of Lu Shih Yi, Cui Xue Gu, Zhang Xing Jian, Tang Biao and Wang Yun, and to compare their differences, and its implication to modern education will be discussed. Three findings are as follows. First, the ideas of children education were strongly influenced by civil service examination. Such as, its aim of education, the content of education and teaching method. Besides the primers for language, the Four Books, the Five Classics and other Confucian Classics were used as textbooks. Not only did pupils ask to memorize the texts, but teachers began to explain the meaning of texts for children. Secondly, the ideas of child education of five educationists showed that they were influenced by the ideas of the schools Zhu Xi and Wang Yang Ming. As to discipline and instruction, Lu, Cui, Zhang and Tang were influenced by the Zhu’s school, which advocated harsh manner. But they changed to a moderate and compassion manner advocated by the Wang’s school gradually. As to Wang Yun, he is the only follower of the Wang’s school. Thirdly, Besides, focusing on preparing civil service examination, some of them paid attention to other areas, such as Female Education by Lu, child education not for civil service examination and rural children by Tang. It meant that child education considered the social needs. In sum, the ideas of children education between late Ming and middle Qing were influenced by the ideas of Zhu’s school and Wang’s one and its social context. Some implications are devoted for the modern educationists