本文旨在分析J. S. Bruner等人提出的庶民教學觀四分說之所本、確立及其有關問題，並評述其學術價值與實用意蘊。本文先論列庶民教學觀四分說係以文化學習三分說為本的緣由、文化學習的要件及其個體發育學的解析，次為確認庶民心理學與庶民教學觀之關聯，並扼要敘述四種庶民教學觀的意義與內涵。接著，解說庶民教學觀之間所呈顯的轉變現象、相互衝突等問題。其後，就四分說作兩點評述：其學術價值在於：融匯新舊理論而成獨創一格的學說；其實用意蘊則提示：若欲施行教學改革，須先理解師生的庶民教學觀。最後，回顧本研究之所得，進而指出未來的研究方向。

This paper aims to analyze the origin, establishment, and related issues of the four models of folk pedagogy (4MoFP) introduced by J. S. Bruner and colleagues, and to evaluate its academic values and practical implications. Firstly, this paper discusses the reasons why the 4MoFP is based on the three-part theory of cultural learning, the essential components of cultural learning, and its analysis in terms of individual development. Secondly, the paper confirms the relationship between folk psychology and the 4MoFP, and briefly describes the meaning and connotation of the 4MoFP. Then, the paper explains the changes and conflicts that have arisen between the models in the 4MoFP. Furthermore, two evaluations of the 4MoFP are given: the first is its academic value, which lies in its unique combination of old and new theories; the second is its practical implication, which suggests that to implement educational reforms, it is necessary to first understand the folk pedagogy of both teachers and students. Finally, the paper summarizes the research findings and suggests directions for future research.