從歷史教學法面向論呂祖謙《東萊博議》及其《左傳》學著作

Abstract

本文討論呂祖謙（1137—1141）的歷史教學法，並以《東萊博議》及其《左傳》相關教學紀錄為例。首先考察呂氏的生平，呈現家庭教育、師友交游對其教育思想的影響。接著對《東萊博議》中「史論」所示範的教學目標進行分析。在「寫作形式」上，呂氏採用文章學中「認題」、「立意」、「行文」等手法來使文章主旨明確、結構分明。在「寫作內容」上，其觀察歷史中變化的起點和趨勢，並用「統體」、「大綱領」等觀念來讀出其與眾不同的歷史觀點。值得注意的是，這些教學重點與當代由認知心理學出發的「歷史思維」概念如「因果感知」（Sense of Causation）、時代感（Sense of Period）、時序觀念（Chronology）、歷史觀點採擇（Historical Perspective-Taking）等有相當程度的相似。運用這些手法，呂祖謙為讀者展示了一種融合文章學、史學甚至現代歷史教育觀念的「綜合性」教學法。不過，在朱熹（1130—1200）與張栻（1133—1180）的影響下，呂氏逐漸意識到這種「綜合性」教學方法的矛盾與侷限性。他重新思考教學法與教學目標之間的關係，最終放棄了原有的教學法，對其《左傳》教學做出了修正。試圖更接近其「蓄德、致用」的教學目標。

This study takes Lü Zuqian’s Donglai Boyi and the other two commentary works on the Zhuo’s Traditions as the traces of his teaching career to examines his ideas of history teaching and education in general. To begin with, an analytical narrative of Lü’s life and thought is presented to show how family education and social network affect his educational thoughts. Second, the thesis will analyze the learning objectives of the Shilun (critical essays on history) in Donglai Boyi. In Lü’s Shilun, he uses some writing skills from prose theory such as Renti (identify the topic), Liyi (decide main idea), Xingwen (rhetoric skills) to make his articles more readable and meaningful. Furthermore, the main idea of the articles also demonstrates Lü’s scholarship and analytics of history including Tongti (Basic principles) and Dagang (grand structure) and so on. It is noteworthy that Lü’s ideas of history have somewhat similar with the modern historical thinking concepts like sense of causation, sense of period, chronology, historical perspective-taking. That is to say, Lü’s Shilun in Donglai Boyi can be seen as a“Comprehensive pedagogy”. The learning objectives of the article involves prose theory, idea of history and modern historical thinking concepts. However, influenced by Zhu Xi and Zhang Shi, Lü came to realize the contradiction and limitation of this “Comprehensive pedagogy”. He rethought the relations between pedagogy and learning objectives. After that, he changed his teaching method of the Zuo’s in an attempt to to reach his main learning goal “Nourishing Virtue and putting it into practice”.