[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"guanxue-ming-yincaishijiao":3},{"slug":4,"topic":5,"name":6,"aliases":7,"school":8,"era":9,"glyph":12,"oneLiner":16,"summary":17,"tags":18,"infobox":23,"sections":36,"quotes":52,"related":85,"seo":97},"yincaishijiao","ming","因材施教",[],"ru",{"from":10,"to":11},-551,-221,{"ossKey":13,"caption":14,"link":15},"excavated\u002Fguodian\u002Fglyphs\u002F13\u002Fyucong-1_31_2_19f73909.jpg","郭店 · 语丛一 简31","\u002Fexcavated\u002Fguodian\u002Fyucong-1","按学习者资质志向调整教法","因材施教是后世对孔子教学实践的概括，并非先秦文献中的固定成语；《论语》所见因人而答、长善救失，说明教化须顾及弟子气质而不废共同的礼义标准。",[19,20,21,22],"孔子","教育方法","因人而答","修身",[24,27,30,33],{"label":25,"value":26},"定义","依才性与志向分别施教",{"label":28,"value":29},"语源","后世概括孔门教学",{"label":31,"value":32},"早期依据","《论语·先进》等",{"label":34,"value":35},"相对原则","有教无类、学以致用",[37,40,43,46,49],{"heading":38,"md":39},"定义与语源","“因材施教”是后世教育论中固定的四字语，先秦传世文献没有这四字成句。它用来概括孔子在《论语》中针对弟子气质、志向和过失分别回答、分别要求的做法。“材”不只指智力，也包括性情、处境、已有功夫与可发展的方向；“施教”则不只是传授知识，还包括劝进、抑制、纠偏和引导成德。\n\n这个概念有两层边界。一方面，孔门教学不把所有人塞进同一进度，故同一问题可有不同答案；另一方面，因材并非迎合偏好，更不是把人固定为某种类型。弟子的共同目标仍是学礼、行义、成君子，差异只影响抵达目标的路径、次序和当下功课。",{"heading":41,"md":42},"经典文句中的展开","《论语·先进》记子路、冉有同时问“闻斯行诸”，孔子先答子路“有父兄在”，再因公西华追问而说明冉有“求也退，故进之；由也兼人，故退之”。同一问题一进一退，正显示教法以学生的偏向为依据：退缩者需鼓励实行，勇进而少顾虑者反要节制。回答的差异不是孔子自相矛盾，而是使每个人接近合宜。\n\n孔子还说“中人以上，可以语上也；中人以下，不可以语上也”，说明教学内容须考虑理解能力；但这句话不应被用来永久划分人的高下。学习可以改变资质，教师也须判断时机。因材施教因此包含诊断和动态调整，而非一次性的等级标签。",{"heading":44,"md":45},"孔孟荀异同","孔子把因人而答置于日常问学中：弟子问仁、问政、问孝，答案往往随其性情和处境而转。他既重启发，也重示范，要求弟子自己“举一隅而以三隅反”。因材施教在孔子那里不是降低标准，而是让共同的仁礼目标通过不同工夫落实。\n\n孟子更常从人性善端和道德扩充谈教化。他认为人人有仁义礼智之端，教育应顺其善而引导扩充；但不同人可能因物欲、习染和志气而有失养之处，所以“求放心”、立志和居仁由义的功课并不一样。孟子的“教亦多术”也说明教育者不能只用一种方法，时而正面启发，时而反躬自省。\n\n荀子强调性恶与后天人为，因材施教在他那里更依赖师法、礼义和积习。他重视“师术有四，而博习不与焉”，主张教师根据学习者的器用、志趣和阶段安排训练，同时以共同规范矫正偏欲。三家都承认差异与可塑性并存，孔子突出情境问答，孟子突出善端扩充，荀子突出制度化训练。",{"heading":47,"md":48},"相关概念","因材施教与“有教无类”相辅相成：有教无类规定入教资格不以类别预先排除，因材施教规定入教之后不能无视差异。它也与“循循然善诱人”相连，好的引导要给学生可承受的次序，而不是把教师的答案一次倾倒。\n\n因材施教与放任自流有别。教师须根据学生的病处选择方法，却不能任其把短处当本性；因材也不等于迎合天资而取消礼义要求。孔门的“长善救失”同时包含肯定和纠偏，最终仍要使人形成能够自我判断、反求诸己的君子人格。",{"heading":50,"md":51},"后世流变","宋代以后，学者常以“因材施教”概括孔子教学，明清书院与近代教育论又把它发展为课程分层、启发教学等原则。现代教育学赋予“材”更多心理与能力测量含义，但这些并非《论语》原有术语。回到先秦材料，应以因人而答、循序诱导和共同德性目标理解其思想核心。",[53,60,66,72,78],{"text":54,"source":55,"note":56,"classic":57},"求也退，故进之；由也兼人，故退之。","《论语·先进》","冉求退缩需推动，子路好勇兼人需收敛，同问而异答。",{"slug":58,"volume":59},"lunyu",11,{"text":61,"source":62,"note":63,"classic":64},"中人以上，可以语上也；中人以下，不可以语上也。","《论语·雍也》","教学内容要考虑学习者的理解基础与当前阶段。",{"slug":58,"volume":65},6,{"text":67,"source":68,"note":69,"classic":70},"不愤不启，不悱不发。举一隅不以三隅反，则不复也。","《论语·述而》","孔子重视学习者已有思考与主动反应，启发须合乎时机。",{"slug":58,"volume":71},7,{"text":73,"source":74,"note":75,"classic":76},"夫子循循然善诱人，博我以文，约我以礼，欲罢不能。","《论语·子罕》","颜渊赞孔子循序善诱，以文识与礼约束共同推进学习。",{"slug":58,"volume":77},9,{"text":79,"source":80,"note":81,"classic":82},"教亦多术矣。","《孟子·告子下》","孟子承认教化方法不止一种，须随对象与情势取用。",{"slug":83,"volume":84},"mengzi",12,[86,89,91,93,95],{"topic":87,"slug":88},"ren","kongzi",{"topic":87,"slug":90},"ranqiu",{"topic":87,"slug":92},"zilu",{"topic":5,"slug":94},"youjiaowulei",{"topic":5,"slug":96},"xingshan",{"title":98,"description":99,"keywords":100},"因材施教——孔子因人而答的教学智慧 | 儒家百科","因材施教是孔子提出的成语吗？本文说明它是后世概括，并以《论语》冉求与子路同问异答、循循善诱等材料，比较孔子、孟子、荀子如何按才性施教而不废共同德性。",[6,101,102,103,104,105,106,107],"孔子教育方法","求也退由也兼人","循循善诱","有教无类","教亦多术","论语教育思想","儒家教学"]