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本文以考证《学令》先读经文条为中心,对古代中国讲学的形成及其传至古代日本后的演变这一过程加以探讨。首先,《学令》先读经文条所见之讲学,由学生背诵经注的“读者”课程与他们听博士解释经注的“讲者”课程组成,课程中学生无需以书籍为媒介。这一点已由宋版单疏本的特殊格式证明。其次,通过分析山东省诸城县前凉台画像石墓的讲学图及四川省成都站东乡青杠坡三号墓的讲学图(均为东汉晚期),证实前者与“读者”课程相对应,后者与“讲者”课程相对应,说明学令讲学式最早可追溯至汉代。在古代日本7世纪后半期创立“大学”时,引进了唐代讲学。据四国德岛县观音寺木简、正仓院文书及《令集解》等资料可知,当时以音读(汉语发音)为前提的“读者”课程并不盛行,而以汉文训读为基础的“讲者”课程却发展迅速。这与重视读者(帖试)的唐代国学正相反。平安时代中期以后,学令讲学式逐渐衰落,只用汉文训读讲解经书的“讲书”方式得到普及。如上历史过程确定了日本中国学的特色与局限。
Based on the textual research of “Learning Order”, this essay probes into the formation of ancient China’s lectures and its evolution after ancient Japan. First of all, the “learning instruction” first read the essay to see the lectures, by the students memorized by the “reader ” course with their listening to the doctor explained by the note “speaker ” course composition, students do not need to book course medium. This is evidenced by the special format of the Song dynasty. Secondly, it is proved that the former corresponds to the course of “Reader” by analyzing the lecture map of the front dolmen and the lecture map of the tomb of No. 3 Qingbpo, Dongxiang, Sichuan Province, Sichuan Province (both of late Han and Eastern Han Dynasties) The latter corresponds to the “Speaker” course, which shows that the instruction lecture can be traced back to the Han Dynasty as early as the Han Dynasty. In the latter half of the seventh century in ancient Japan founded “University ”, the introduction of the Tang Dynasty lectures. According to the four countries Tokuyama Guanyin Temple wood, warehouses Zhengyuan instruments and the “Order Set solution” and other information shows that the pronunciation of (Chinese pronunciation) as the premise of “Reader ” curriculum is not prevalent, but to Chinese reading as Basic “speaker” courses are growing rapidly. This is the opposite of the Tang Dynasty Sinology, which emphasizes readers (postscript). After the middle of the peace period, the instructional instruction gradually declined, and only the “teaching of the book”, which was used to read and explain the scriptures in Chinese, was popularized. The above historical process has identified the characteristics and limitations of Japanese studies in China.