|
|
|
 |
|
|
|
|
|
|
說隋唐佛教教育=The Buddhism Education in Sui and Tang Dynasties |
|
|
|
| 著者 |
郭紹林 =Guo, Shao-lin
|
|---|
| 掲載誌 |
洛陽師範學院學報=Journal of Luoyang Normal University
|
|---|
| 巻号 | v.19 n.3 |
|---|
| 出版年月日 | 2000.06 |
|---|
| ページ | 68 - 71 |
|---|
| 出版者 | 洛陽師範學院學院=Journal of Luoyang Normal University |
|---|
| 出版サイト |
http://cn27225.chinaw3.com/lynu/liu/index.htm
|
|---|
| 出版地 | 洛陽, 中國 [Luoyang, China] |
|---|
| 資料の種類 | 期刊論文=Journal Article |
|---|
| 言語 | 中文=Chinese |
|---|
| キーワード | 佛教=Buddhism; 教育=education; 隋唐=Sui and Tang Dynasties |
|---|
| 抄録 | 隋唐佛教長足發展，除社會原因外，也與佛教教育密切相關。佛教教育的原則和手段有五點：其一，區別對象，因材施教；其二，有的放矢，對症下藥；其三，利用教具，直觀形象；其四，啟發思維，由近及遠；其五，形式多樣，喜聞樂見。中國教育史之類的著述對佛教教育例不提及一字，這不利於認識佛教教育的歷史地位和吸收其中有益成分。剔除佛教教育的宗教目的，其原則和作法對於今天的學校教育和社會教育，仍有一定的借鑑意義。
The Buddhism in Sui and Tang Dynasties developed rapidly not only because of the social background, but also the Buddhism education itself. There were 5 principles and methods of Buddhism education then, namely, 1. to teaach the Buddhist in accordance with their aptitude; 2. to have a definite object in view and suit the remedy to the case; 3. to use teaching aid that could be directly perceived; 4. to inspire thinking with examples far and near, and 5. to use various ways that were loved by the followers. But in the works of the history of Chinese education, Buddhism
education has never been mentioned, which is unfavorable to understand the historical value of Buddhism education and to draw some beneficial elements. Besides the religious purposes of Buddhism education, the principles and experience can be used for reference in today's school education and social education. |
|---|
| 目次 | 一、區別對象，因材施教 68
二、有的放矢，對症下藥 69
三、利用教具，直觀形象 69
四、啟發思維，由近及遠 70
五、形式多樣，喜聞樂見 70 |
|---|
| ISSN | 10094970 (P) |
|---|
| ヒット数 | 287 |
|---|
| 作成日 | 2008.07.01 |
|---|
| 更新日期 | 2020.04.06 |
|---|
 |
Chrome, Firefox, Safari(Mac)での検索をお勧めします。ＩＥではこの検索システムを表示できません。
|
|
|
