《學記》- 13 Record on the subject of education [T]

儒家: 《禮記》 – 《學記 (公元前475年 – 公元前221年)

Record on the subject of education (475-221 BC) English translation by James Legge

《學記》13 : — [進學之道]

善學者,師逸而功倍,又從而庸之;不善學者,師勤而功半,又從而怨之。善問者,如攻堅木,先其易者,後其節目,及其久也,相說以解;不善問者反此。善待問者,如撞鐘,叩之以小者則小鳴,叩之以大者則大鳴,待其從容,然後盡其聲;不善答問者反此此皆進學之道也。

The skilful learner, while the master seems indifferent, yet makes double the attainments of another, and in the sequel ascribes the merit (to the master). The unskilful learner, while the master is diligent with him, yet makes (only) half the attainments (of the former), and in the sequel is dissatisfied with the master. The skilful questioner is like a workman addressing himself to deal with a hard tree. First he attacks the easy parts, and then the knotty. After a long time, the pupil and master talk together, and the subject is explained. The unskilful questioner takes the opposite course. The master who skilfully waits to be questioned, may be compared to a bell when it is struck. Struck with a small hammer, it gives a small sound. Struck with a great one, it gives a great sound. But let it be struck leisurely and properly, and it gives out all the sound of which it is capable. He who is not skilful in replying to questions is the opposite of this. This all describes the method of making progress in learning.

【白话解】善於學習的人,老師很安閑,而教育效果反而加倍的好,學生更把功勞歸諸於老師教導有方;對於不善學的人,老師教得很辛苦,效果卻僅得一半,學生反而歸罪於老師。善於發問的人,好比砍伐堅硬的木頭,先從容易下手的軟處開始,慢慢的擴及較硬的節目,時間久了,木頭自然分解脫落;不善發問的人,使用的方法剛好相反。善於回答問題的人,有如撞鐘,輕輕敲打則響應得小聲,重力敲打,則響應的聲音就很響亮,一定要打鐘的人從容不迫,然後鐘聲才會余音悠揚傳之久遠,不善答問的人剛好相反,這都是增進學問的方法。

【原文】善学者师逸而功倍,又从而庸之。不善学者师勤而功半,又从而怨之。善问者如攻坚木;先其易者而后其节目;及其久也,相说以解。不善问者反此。善待问者如撞钟:叩之以小者则小鸣,叩之以大者则大鸣,待其从容,然后尽其声,不善答问者反此。此皆进学之道也。

翻譯对善于学习的学生,老师教得轻松,毫不费力,学生却学习得很好,并且跟老师一样轻松,还能对老师教学有方非常钦佩。对不善于学习的学生,老师教得费力,非常劳累,学生却学得不好,并且跟老师一样劳累,还会对老师严厉的督责心生埋怨。善于提问的老师,向学生提问好像用斧头劈砍坚硬的木材一样,先从容易劈砍的地方砍起,最后才去劈砍木材的关节、根部;等到这样做的次数多了,难于劈砍的关节、根部就可以得心应手的劈砍开了。不善于提问的老师呢,恰恰与此相反。 善于回答问题的老师,对待问题的解答,就好比和尚撞钟一样。如果,敲击钟所用的力气小,轻轻的敲,钟的响声就小;如果,敲击钟所用的力气大,重重的敲,钟的响声就大;无论轻重,老师都要在从容把钟敲打完了后,还要优游不迫的等待钟声慢慢消失。而不善回答问题的老师呢,恰恰与此相反。这两点讲的都是老师在进行教学时帮助学生提高学习效率的方法。