【摘要】 本文是由"课程理论"与"教学理论"研究的分途现象的费解引起"课程""教学"概念分辨的尝试。由于如今所谓"课程"与"教学",为外语原词的中译词。而外界世俗的education(中文译为"教育"),不过是现代社会形成时期才逐渐发生的事情。其中Pdagogik(中文译为"教育学")的基本概念,大都为以古代拉丁文或希腊文某个语词为词根构建的新词。其语义或概念的内涵,都有待长期探求。在我国,尽管在国人看来,无课程的教学,或教学以外的课程不可思议;而在外界,"课程"是一个针对有待改革的教学晚出的概念。其研究成果,似乎为一种新说。这表明我国虽可从西学东渐过程中得益,亦可能将错就错。更多还原

【Abstract】 This paper attempts to distinguish between concepts of "curriculum" and "teaching",arising from the incomprehension of separation between the study of "curriculum theory" and "teaching theory". The so-called "kecheng"( curriculum) and "jiaoxue"( teaching) are Chinese translations of original words of foreign language,while the general and secular understanding of"education"( translated as jiaoyu xue in Chinese) was something that only gradually developed during the formation of modern society. The basic concepts of P ?dagogik( translated as "jiaoyu xue" in Chinese) are mostly new words constructed based on certain words in ancient Latin or Greek. Its semantics or conceptual connotations need to be explored in the long future. Teaching without curriculum or curriculum without teaching are seen unthinkable for people in China,but in the outside world,"curriculum" is a concept that has emerged late in response to the need to reform teaching. The research results seem to suggest a new theory. It shows that although our country can benefit from the introduction of Western studies to the East,it can also make mistakes.更多还原