Academic literature on the topic '國中教師'

本文首先探討現階段教育相關法令，檢視中小學校長在職進修之規劃，包括《國民教育法》、《偏遠地區學校教育發展條例》、《教師進修研究等專業發展辦法》、《師資培育法》、《教育部補助直轄市縣（市）政府精進國民中學及國民小學教師教學專業與課程品質作業要點》等，探討校長在職進修的相關途徑與課程實際作為。以經濟合作暨發展組織（Organization for Economic Cooperation and Development, OECD）之學校改進的架構，透過在職進修相關文獻分析、質性研究過程，進而撰寫案例與進行分析。據此，透過三位校長的訪談過程，分析三位校長對在職進修的看法。接續，提出校長在職進修規劃之啟示。最後，歸納本研究之結論與建議。

To examine the history of Chinese Buddhism in the early Communist regime, I propose to study Xuyun (虛雲, 1840–1958), one of the pre-eminent monks in modern China. I will delineate the ways in which Xuyun brought his religion in line with Marxist politics. To help Buddhism secure a place in the early People’s Republic of China, he took part in the construction of a new Buddhism compatible with socialist ideology. However, I would venture to conceptualize as resistance some of Xuyun’s efforts to preserve Buddhism. This article examines his resistance at two levels. First, while working hard to prove the value of Buddhism to the state, Xuyun mounted what can be regarded as rightful resistance. When possible, he confronted policies and authorities that hurt the sangha, but did so without challenging the legitimacy of theccp. Second, in the 1950s, Xuyun strove to instruct Chinese Buddhists in self-cultivation. As he shared his experience and knowledge about spiritual practice with fellow Buddhists, he showed them, especially monastics, how to uphold Buddhist ideals in a political context marked by hostility towards religions.為了探究五十年代中共政權下的佛教歷史，本文探討現代中國最傑出的法師之一，虛雲法師 (1840–1958) 如何調整自己的宗教来適應馬克思主義政權。為了使佛教能夠在新中國成立之初生存，虛雲法師參與了構建與社會主義意識形態相適應的新佛教。但是，本文進一步嘗試把虛雲法師保存佛教的一些努力定義為抗爭，細究他在如下兩個方面的反抗：首先，在向國家證明佛教價值的同時，虛雲始終在正當性的名義下進行抗爭。在不挑戰中共政權合法性的前提下，他試圖抵抗對僧團不利的政策和政治權威。其次，虛雲法師在50年代堅持延續佛教、特别是禪宗的修行傳統。他希望佛門弟子，尤其是僧人，能在反宗教的政治氣候下繼續延續佛教的理念—这，對虛雲而言，是更重要的抗爭。

本研究目的旨在建構我國中小學校長專業素養，應用模糊德菲法、重要性與困難度分析（IDA）等方法，獲致研究發現如下：一、本研究建構中小學校長七個專業素養及21項指標。二、校長、教師及家長一致認為校長專業素養具高度重要性且難易度適中。三、校長、教師及家長一致認為校長應優先強化「實踐適性揚才，保障學習權益」與「善用行政領導，展現學校效能」之專業素養。四、校長、教師及家長一致認為校長應次優先強化「擘劃學校願景，領導校務發展」與「引領課程發展，精進教學成效」之專業素養。五、校長、教師及家長一致認為校長應積極維持「恪守倫理規範，樹立專業形象」之專業素養。六、校長、教師及家長一致認為校長應持續維持「優化學習情境，構築未來學校」與「經營公共關係，建立互信文化」之專業素養。

LANGUAGE NOTE | Document text in English; abstract also in Chinese. The purposes of this study were to use the teacher preparation models of graduate programs from Capital Sports University, Education University of Hong Kong, and National Taiwan Normal University as examples, to analyze and compare the differences in the aspects of program development, aims of program, recruitment policies and curriculum system these four difference regions. The results of this study illustrated the diverse teacher preparation models from three different educational systems, cultures, and teacher preparation models, would greatly help experts to understand these differences, and learn from each other. 本研究以首都體育學院、香港教育大學、臺灣師範大學的體育專業研究生培養模式為例，從三所高校的發展歷程、培養目標、招生制度、課程體系四個方面做比較研究，從而分析和對比中國大陸與香港、臺灣地區高校體育專業研究生培養模式的差異及優缺點，通過比較與借鑒擁有“中西合璧”風格的香港、臺灣地區的體育學研究生教育方式，優化和改革中國大陸體育研究生教育的課程結構、內容、培養方式等措施，以提高我國體育專業研究生的教育品質。

LANGUAGE NOTE | Document text in English; abstract also in Chinese. Physical education teacher preparation programs are being called into question, failing to inspire, motivate or adequately prepare the needs of learners in the 21st Century. The application of the technical-rationality model for preparing teachers, where gaining theoretical knowledge as a prelude to practice, is being questioned. The problem is that the teaching of theoretical knowledge has not been adequately tied to actual practice of physical education in an effective fashion. This paper presents a frame work for a unique master’s degree program focused on preparing physical education teachers with an emphasis on technology. Known as the POLAR Scholar program, the uniqueness of the program emerges from the unique blend of seven curricular components in a holistic fashion. These include: 1) linking practice with theory, not the reverse; 2) creation of a total immersion, contextually based learning environment; 3) emphasis on the use of technology; 4) daily ongoing engagement with a master physical education teacher; 5) opportunities to use reflection as a strategy to improve professional practice; 6) extension of learning environments to partner organizations beyond the school, leading to greater community engagement; and 7) recruitment and selection of students to operate within cohort groups. 面對21世紀教育的發展趨勢，體育教師的培養面臨挑戰，如何鼓舞，激勵和迎合學生的需要成為關注的重點。以技術理性為主，從理論到實踐的教師培訓模式正在受到質疑。問題是，理論知識在體育教學中並沒有得到有效的實踐和應用。本文闡述了一 種獨特、創新的大學與社區合作的體育碩士培訓課程 -- POLAR Scholars，由美國北愛荷華大學，格蘭迪中心社區學校和芬蘭Polar Electro, Inc.合辦。該課程運用以科技為主的沉浸式教學方法，使用POLAR心率監控器為依據來觀測小學生體育課的運動負荷量，提高學生終身體育與健康意識。課程設計以綜合全面的培訓模式作為重點，包括七個方面: 1) 參加課程培訓的教師從實踐到理論來獲得的直接體育教學經驗，而不是理論到實踐; 2) 採用沉浸式教學方法在學校和社區進行實踐學習；3) 科技教學手段的實際運用; 4) 實習教師與輔導教師的之間的日常協作與夥伴關係；5) 通過實踐學習，提高反思能力；6) 學校和社區相結合，提供與社區交流的機會，讓學生走進社區進行實踐學習; 7) 每年進行全國的招募，審核和挑選優秀的學生參加課程培訓。

LANGUAGE NOTE | Document text in Chinese; abstract also in English.本文通過中國和美國的醫學生對同一個案例的不同看法，提出了醫學倫理學教育的本質問題，即如何實現醫學生的道德？作者根據芝加哥大學臨床倫理中心和北京大學醫學倫理學教研室工作的實際情況繪出了兩個單位的工作示意圖，基於此，作者嘗試對北京大學和芝加哥大學醫學倫理學教育和實踐械制進行比較研究。總的來說，無論是從學生入學時的年齡和學生對學醫目的的明確上，還是從醫學倫理學的教學方法上，以及學校在醫學倫理學的教育體制等方面，二者都存在很大的差別。我國的醫學倫學教學雖然已經比較普及地進行案例教學。但案例教學若想深入下去還是比較困難的，若不成功，非常容易使學生得出學習醫學倫理學之後沒有什麼長進的感覺，表面上看是因為學科本身的對案例分析沒有明確答案的原因，但本質上是教師在引導學生思考的方式、角度和啟發性存在問題，沒能真正提高學生分析和解決問題的能力。所以，本文提出了我國的醫學倫理學教育是個系統工程，需要在案例分析方法、教師的素質本身的提高、帶教老師的倫理學培訓、教師與醫生聯合進行課題申請和研究、醫院成立醫院倫理委員會和IRB兩個與倫理學有關的職能部門等方面必須加強，也開展定期的發生在醫院內的案例討論，這樣既可以使醫學倫理學教學和科研人員能通過正常渠道進入醫療實踐中，充分實現醫學倫理學的實踐性，並反映到醫學倫理學的教學中，也能在醫學生的培養、醫學生成為醫生之後的繼續教育等方面取得突破性進展。Based on the fact that medical students at Peking University and at the University of Chicago have different moral responses to a case of medical ethics, this essay raises a question regarding the education of medical ethics: how can medical students realize their medical morality? It firstly offers a general introduction to the distinct working systems of the Center of Clinical Ethics at the University of Chicago and the Teaching and Research Office of Medical Ethics at Peking University Health Science Center. Then it compares the essential differences of the two institutions in their working systems. Generally speaking, there exist differences between the two institutions in the age of students at medical school, their objectives of choosing to study medicine; methods of medical ethics teaching, and education systems. In particular, even though case study as an important educational method is used commonly in current China, it is difficult to deepen the content and strategy of the teaching. Sometimes students think they have not learned anything from the teaching of medical ethics. Simply speaking, it is because there are no fixed, black-or-white answers to many cases used in the course. More essential reason, however, lies in the quality of medical ethics teachers themselves. They often cannot do a good job on the way of teaching and fail to lead students to think carefully. As a result, they cannot assist students to improve their ability to analyze and resolve ethical issues. The essay concludes that education of medical ethics is a systematic moral engineering. It should be paid attention not only to the effective methods of teaching (such as case analysis) and the promotion of the quality of medical ethics teachers, but also to the combination between medical ethics teachers and physicians in clinical practice, and the establishment of hospital ethics committees and IRBs. The essay recommends that Chinese medical ethics teachers, hospital managers and university administrators should appreciate the importance of medical ethics education and help medical ethics teachers and researchers go into practice through certain routine channels, strengthen the training of the humanities on the side of medical ethics teachers, and at the same time make good progress in the continuous ethical education of physicians.DOWNLOAD HISTORY | This article has been downloaded 12 times in Digital Commons before migrating into this platform.

<p>本研究以參與「教育優先區─成功專案」之四個區19所國中小為研究對象，透過文件分析及質性訪談，分析成功專案籌備及實施第一年期間（2014至2015年）在四個區的運作情況。研究旨在探討專案學校如何推動成功專案、剖析成功專案在多大程度上促進改變，及阻礙改變產生的因素。研究發現區計畫書的經費配置取決於規劃者對基本學力的重視程度，區計畫書規劃策略深受學校行政教學分工及教育優先區計畫執行經驗之影響。成功專案在區層級所產生的改變為促進區內學校的交流與對話，在學校層級觀察到的改變則是調整補救教學實施和促進弱勢家長參與策略。缺乏行政權、共同討論時間和整合經驗，及人員流動是啟動與維持區變革之挑戰。本研究提出四項建議：（1）以提升學生基本學力為國中小整合主軸，發展行政人員課程領導能力；（2）引進結構化的補救教學模式，搭配與現場教學工作銜接的培訓課程，提升教師分析學生學習成效及差異化教學知能；（3）建立區內及校內行政人員與教師對話討論機制；（4）提供討論的鷹架與專業伴隨，以提升專案的綜效。</p> <p>&nbsp;</p><p>Since 1996, Taiwan has been implementing the Educational Priority Areas (EPA) Program to reduce the achievement gaps between students in different regions. However, according to the results from PISA, TIMSS, PILRS and the Basic Competence Test, the achievement gap has widened between urban and rural students over time. The Taiwanese Ministry of Education piloted the &quot;&quot;Success Program&quot;&quot; from 2014 to 2017, an experimental program in order to reform the EPA Program. This study sought to investigate the implementation of the Success Program. The researcher conducted semi-structured interviews with 26 school principals, division heads and teachers recruited from participating schools and utilized content analysis to analyze challenges, difficulties and compromises during the first two years of implementation. The purpose was to explore the extent to which the Success Program promoted educational change, the advantages and limitations of zone-based intervention, as well as the factors hindering educational change. Suggestions are provided for improving area-based intervention. Results: The results indicate that the Success Program facilitated inter-school cooperation among elementary teachers at the zone level. Besides, the adjustment of remedial teaching and parental involvement strategies were observed at the school level. However, no change was found at the classroom level. In addition, there was a goal displacement at the school level. In terms of zone integration, lacking of administrative power, short of discussion time, insufficient collaboration skills as well as high teacher turnover rate were main challenges of initiating and sustaining educational change. Policy recommendations: (1) Cultivating instructional leaders and concentrating the focus of zone integration on basic competences. (2) Providing instructional guidance and introducing school-based workshops to strengthen instructional practices. (3) Establishing the discussion mechanism between the administrative team and teachers. (4) Providing scaffolding and expert consultations to support collaborative discussions.</p> <p>&nbsp;</p>

摘要中國號為「禮義之邦」，「禮」對於中國人、家族、歷史、文化、政治發展等各方面都有深遠的影響。在傳統中國，「禮」的內涵包括貴族的飲食、婚姻、喪葬、祭祀等；而其傳播的型態，則主要透過儒家三《禮》經典及儒者講授，屬於貴族之學。但「禮」做為一般人民生活的規範準則，很早就出現「俗化」的現象，此在近現代中國人的婚禮儀式中甚為明顯。從另一個角度而言，「禮」的起源，與宗教相關；而宗教理論也可以彌補「禮」在形上思想的不足，因此，「禮」也可能出現「宗教化」的現象，此在近現代中國人的喪葬儀式中亦甚為明顯。本文將針對這兩個現象加以探討。關鍵字：禮、婚禮、喪禮、俗化、宗教化Although “etiquette” is the essence of traditional culture in China, due to the development of modern society, its perspective should include the requirement of human sympathy, transformation of objects, and the role or duty associated with one’s title so that an appropriate manner can be well maintained. The times have changed and if the traditional etiquette cannot follow the steps of civilization, it will be eliminated. Contemporary Chinese weddings have become popularized and funerals religionized; however, they cannot completely meet the expectations of the Confucianists, but rather follow the development of etiquette, while conforming to the principles underlying the legislation and implementation of the rules of etiquette. Furthermore, integration can be found in the phenomenon of popularized weddings and religionized funerals, fully making it obvious that religious behavior has combined with the local wedding ceremonies. Because of the influence of Taoism and Buddhism, local folklore characteristics can be seen in funeral rites. As a result, if the connotations of the etiquette are maintained, whether it is a popularized or religionized ceremony, such etiquette can still be accepted by the society.

LANGUAGE NOTE | Document text in Chinese; abstract also in English.《新世紀的醫師專業精神—醫師宣言》所規定的醫師專業精神的三條原則中，將患者利益放在首位原則和患者自主原則，由於諸多原因而存在著悖論。中國儒家的仁術、德教為先、修身為本、慎獨、推己及人、高度人倫的思想對解決以上悖論有啟發意義：遵循道德形成和醫學技術提高的規律，通過各種學習、強化方法，使醫者真正確立患者利益第一的專業精神和具有精湛的專業技能。從而使醫者成為患者利益的真正代表，能在各種情況下有效保護患者的利益。As a dominant cultural tradition in China, Confucianism has greatly inf luenced the Chinese medical ethics. From the view point of Confucian ethics, medicine is the“ art of benevolence” (renshu ). For a Confucian, Confucianism and medicine share the same principle. The concept of patients-first is deeply rooted in the Confucian ethical system in which the“ virtue of a doctor” (yide ) is a primary concern in medical professionalism. This paper f irst discusses the major three principles of professionalism presented by“ The Declaration of Medical Professionalism in the New Century,” and attempts to deal with the limitations of the Declaration by introducing Confucianism with respect to healthcare professionals and a doctor-patient relationship.The paper explains that the Confucian principle of care for others determines that Confucians take human relationship very seriously in their dealing with the health issue, since they understand that a person’s health is deeply affected by, and in turnaffects, other people. Therefore, the rule of individual autonomy as well as individual right emphasized in the West should not be taken as the only legitimate one in dealing with medical issues. More importantly, that the Confucian physician considers medical practice as benevolent action and thus it is more than medical professionalism.DOWNLOAD HISTORY | This article has been downloaded 89 times in Digital Commons before migrating into this platform.

碩士
國立彰化師範大學
物理學系
92
Abstract The research employed physical study format in examining the course of teachers’ collaborative development of a thematic teaching module in building the design model therefore. The teaching strategy was investigated in five stages (issues-exploration-interpretation-application-assessment). Potential difficulties in the course of implementing thematic teaching module were proposed, and solutions devised, and lastly analyse of the implementation process was conducted to gauge pupils’ learning efficiency in cognitive, emotive and technical skill aspects. The study subject comprised 2 eighth-grade classes of a school located in the central region; the research team was made up of four senior and intern teachers of varied disciplines. The research tools developed included: (1) pre- and post-administering measure questionnaires for gaining understandings the pupils’ learning conditions pre and post module implementation. After content assessment and expert validity verification, the confidence rating KR-20 was 0.74; (2) the motor skill checklist for 8-people tug of war was to gauge the pupils’ learning efficiency in basic skills, tactics and combined application of the sport; after content assessment and expert validity verification, the confidence rating Cronback’s a was 0.76; (3) model based on the concept proposed by Jacobs and Beane consisted of five stages that were a) issues; b) exploration; c) interpretation; d) application; e) assessment, and from which teaching materials for the thematic teaching module were developed; (4) assessment questionnaires, diagnostic in nature, were devised and administered after each stage; the data compiled included: meeting minutes, tug-of-war expert interviews and pupils’ response and learning sheets, classroom observation records, teachers’ logs, agendas, teaching videos, cassettes and motor skill assessment chart. Data analysis was primarily qualitative, supplemented by quantitative as the attempt to present the overall scenario of pupil learning efficiency under the collaborative teaching module. The study findings revealed that the thematic teaching module developed by the teacher team could be divided into (1) organise teacher team; (2) design teaching module; (3) implement module pilot trial; (4) implement 2nd module trial, and divide gauging of pupil learning efficiency into 4 stages; for the second trial six steps configured the module design process that were a) decide on theme; b) build thematic teaching unit; c) establish teaching goal; d) plan teaching agenda; e) determine teaching strategy; f) determine assessment method. The difficulties encountered in the pilot trial could be distinguished in three parts as pupils, teachers and time. Addressing these difficulties the teacher team proposed solutions that were applied in the second trial and found fair improvement. Among which the primary problem the study faced was want of teaching time. The learning the teachers gained from the collaborative experiment were: (1) in planning teaching agenda, the milieu should be stressed (e.g. preparation of hardware, arrangement of report flow, venue ambiance) to deter elements irrelevant to the theme from disrupting pupils’ interest; (2) designing of the learning agenda should stress on-hand experience, physical explorative activities to stimulate curiosity and learning motivation, and through post-trial reflections and modifications, sharpen pupils’ conception of learning that concurrently fine-tune the agenda design; (3) teachers should play the role of guiding. Data analysis of the thematic teaching module discovered that the pupils not only learned the basic physical skills for the 8-people tug of war, they were also strengthened in proficiency of data gathering, report presentation (including preparation, voice volume in presentation, stage manner, and so on), basic experiment skills (including crafting correlation charts, explaining these charts, experiment operating skills, experiment data gathering, documentation and analysis, etc.), problem solving and applying the acquired skills in daily living.

碩士
國立臺灣師範大學
教育學系在職進修碩士班
101
The purpose of this study was to retrospect my experience of being a director-general of middle school teachers' association. Riding on the wings of narrative inquiry and using categorical-content analysis, I rewrote the story about how a director-general worked among “operation of school teachers' association”, “upholding teachers' professional autonomy” and “participation in school-based management”, and then probed and concluded the meaning of teachers' professional autonomy developed by the school teachers' association. Before constructing my director-general experience, I felt lost and confused about my teaching career. Through the process of self-narration and interactive narrative inquiry with two research participants, I uncovered that I had promoted division and decentralization of school teachers' association work and a cooperative team had been built. As for the part of upholding teachers' professional autonomy, six elements were required: pedagogical knowledge, classroom management, reflective practice, professional development, holistic development, and civic consciousness. As far as school-based management is concerned, I realized the importance of school identity and the necessity of eliminating teachers’ indifference. When I reframed my story to a new, narrative text, the frame-of-seeing had changed. On one hand, the director-general experience reconstructed my knowledge of teachers’ profession, solving the difficulties and problems I had encountered. On the other hand, it provided positive possibilities in my future teaching career. Finally, according to my study, I recommended that school teachers' associations should not be abolished but should be transformed to professional unions.

Pedagogical content knowledge (PCK), uniquely possessed by teachers, is the expert knowledge of teaching particular subjects. While researchers have probed into the connotation of PCK from the aspects of various subjects, this study explores an area of subject teaching not yet developed in the investigation of teachers' PCK: the PCK of experienced teachers of Senior Secondary Chinese Language, particularly its connotation, foundation, and changes after the curriculum reform.
The reform of the Chinese Language Curriculum in Hong Kong has released learning materials to schools without specifying prescribed texts. Schools are required to accommodate a school-based curriculum in view of the school and its students. To design such a curriculum demands a higher level of teachers' PCK. This study, by citing how teachers managed teaching materials, adopted a qualitative approach to investigate teachers' PCK. Using case study method and via purposeful sampling, this study identified six Senior Secondary Chinese Language teachers as research subjects. Two of them came from two schools which developed their own teaching materials, while the other four belonged to two other schools which employed textbooks.
The result revealed that the PCK possessed by these Senior Secondary Chinese Language teachers comprised five dimensions of knowledge: the knowledge of the purpose of subject teaching, the knowledge of student learning, the knowledge of curriculum content, organization and teaching materials, the knowledge of instructional strategies and representations, as well as subject knowledge. After the curriculum reform, the changes in the teachers' PCK were reflected mainly from their knowledge of student learning, knowledge of curriculum content, structure and teaching materials, and knowledge of instructional strategies and representations. Some teachers put more emphasis on developing students' language ability, demonstrating a change in their knowledge of the goal of subject teaching. Subject knowledge of the teachers, which was important to them when handling teaching materials, remained the same before and after the reform. The PCK of the teachers in this case study came from: teacher education and training programmes, practice and reflection, collaboration and study, the experience of curriculum development, collaborative lesson preparation, peer observation, internal and external professional exchanges, resource sharing, etc.
This study has three significant findings. First, among all the knowledge of teachers, PCK is independent. It is the expert knowledge of teaching particular subjects, as well as an integrated expression of various knowledge dimensions during subject teaching. Secondly, subject knowledge is one of the dimensions of teachers' PCK during subject teaching. It integrates with other knowledge dimensions to realize effects. Thirdly, the knowledge dimension of instructional strategies and representations of PCK has different scopes of application. "Strategies" refers to all kinds of pre-lesson instructional design, as well as the general instruction method during actual teaching. "Representations" refers to that during subject teaching, according to specific subject content and by adopting targeting approach, teachers modify the pedagogical content so as to make it more comprehensible to students.
周健.
Advisers: Hin-Wah Wong; Ping-Kwan Fok.
Source: Dissertation Abstracts International, Volume: 72-04, Section: A, page: .
Thesis (doctoral)--Chinese University of Hong Kong, 2010.
Includes bibliographical references (p. 394-411).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in Chinese and English.
Zhou Jian.

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禪教釋‎ 清虛休靜撰‎ [5.1]清虛病老。在西山金仙臺。一日行珠。惟政。寶晶。三德士。持金剛經五家解。問曰。般若教中。亦有禪旨。以般若爲宗可乎。病老引古答曰。只聞世尊以正法眼藏。付囑摩訶迦葉。不聞以金剛般若。付囑摩訶迦葉也。大抵百草頭上。有活底祖師意。至於鸎燕。常談實相法。況我金剛一句乎。不著文字。則可讀一卷經也。然洗佛光明。非其機。莫能窺。今日爲君禪教二途對辨而釋。其釋也。乃古也。非今也。‎ [5.2]世尊。未離兜率。已降王宮。未出母胎。度人已畢。‎ 此禪門最初句也。古德頌云。釋迦不出世。四十九年說。達摩不西來。少林有妙訣。是此意也。‎ 華嚴十種訣‎ [5.3]世尊。從兜率。降王宮。住胎出胎。出家成道。降魔轉法。至於入涅槃。此禪門末後句也。有云。如月在天。影含衆水。時無礙。處無礙。始終一貫。則末後句亦是最初句。最初句亦是末後句。然我禪門中。本無如是商量。商量則識法者懼也。‎ 拈頌說誼‎ [5.4]世尊。初入摩耶胎。直與三十三人。摠授玄記云。吾有正法眼藏。密付於汝。各傳一人。勿令斷絕。頌曰。摩耶肚裏堂。法界體一如。卅三諸祖師。同時密授記。‎ 般若多羅付法傳‎ [5.5]世尊。在雪山六年。因星悟道。既知是法之未臻極。‎ 遊行數十月。歲在壬午。特尋訪于真歸祖師。始傳得玄極之旨。是乃教外別傳之源也。‎ 梵日國師集‎ [5.6]世尊在靈山法會上。爲迦葉分半座。擧花枝。示雙趺。對衆密付。文殊普賢。八萬菩薩衆海。罔知迦葉入處。是乃教外別傳之派也。‎ 梵王决疑經及宗道者傳‎ [5.7]訣曰。自迦葉阿難二尊者。至六祖慧能大師。所謂卅三也。教外別傳之旨。逈出青霄之外。非徒五教學者難信。亦乃當宗下根。茫然不識。‎ [5.8]問。迦葉阿難位在聲聞。豈堪教外別傳之旨乎。荅。‎ 迦葉阿難。應化大聖。百千三昧。無量功德。與如來不異。況已授密記者耶。‎ 正宗記...