有關課程與教學探討的文章，較少以歷史的角度觀察。本文先從社會結構變遷觀察其對教師的教學與學生的學習型態所產生的變化，分析不同時代背景下要培養何種樣貌的人。傳統的教育理論著重教師如何教的方法探究，後現代教育理論則強調學生如何學的問題。其次，本文則探討在歷史變遷下，教師的教學與學生的學習之間所產生的型態與模式的變化，反映在教師與學生、學生同儕、教師同儕、教師與家長之間的教與學互動關係。

Articles about curriculum and teaching are seldom explored in historical perspective. This paper first surveys teachers’ teaching and students’ learning patterns generated by social structure change, which reflects needs of student training in different times. Traditional education theory focuses on how to teach, while postmodern education theory emphasizes how to learn. Secondly, according to historical transition, the changes between teachers’ teaching and students’ learning patterns are shown in teacher-student, student-student, teacher-teacher, and teacher-parent interactions.