本文藉助中晚明時期的理學文本，討論王陽明及其後學的兒童教育方法論，從中晚明思想史中發掘兒童人性教育的內容。王陽明強調蒙學教育方法要符合兒童的自然本性，通過鼓舞而使兒童內心感受到喜悅，產生自得之學，反對外在力量的催迫。這種教育理念與盧梭《愛彌兒》中的自然教育童蒙理念相近。陽明後學聶豹、鄒守益、王畿等紛紛秉持教育要依兒童的自然本性進行引導。同時代的程朱學者則質疑陽明學派的理念，認為人心是善惡混雜的無定準之物，因而強調「規矩」對兒童的塑造作用。中晚明時期在訓蒙方面產生了與朱子學不同的理念，充分注意到兒童的性情特徵、身心發展，可以豐富並推進童年哲學研究，彰顯中國傳統教育智慧。

This paper discusses Wang Yang-ming’s methodology of children’s education in the middle and late Ming Dynasty, and expounds the similarities and potential value between Wang Yangming’s theory and children’s philosophy. Wang Yangming stressed that the method of elementary education should be in line with the natural nature of children. Through encouragement, children can feel joy in their heart, and have self-satisfied learning, which is against the oppression of external forces. This kind of educational idea comes from his academic thought, and is similar to the natural educational idea of children in Rousseau. His disciples, Nie Bao, Zou Shouyi and Wang Ji, also insisted that education should be guided according to the natural nature of children. Zhang Yue, however, argued that the human heart was a mixture of good and evil, so he emphasized the role of “rules” in shaping children. In the middle and late Ming Dynasty, there were different changes from Zhu Xi’s doctrine to Yang-ming School in the aspect of elementary education. By exploring those educational philosophies, we can promote the study of childhood philosophy, and highlight the wisdom of traditional Chinese education.