This paper systematically examines the usage of characters representing the semantic concepts of {teaching} and {learning} in excavated documents. The study finds that during the Yinxu Oracle Bone Inscriptions period, the character “爻” (yáo), which depicts counting rods, and its various derived forms had already begun to denote meanings related to teaching and learning. However, by the Spring and Autumn period, these characters still lacked clear functional differentiation, exhibiting a long-standing phenomenon of lexical polysemy covering both the act of teaching and the act of learning. During the Warring States period, the agent and patient processes of teaching and learning gradually became distinguished in written forms, showing clear regional variations. The Chu-series script created derived characters such as “ ” exclusively for {教}, and “ ” for {學}. In contrast, the Qin-series script used “學” for {學} and “教” for {教}. After the Eastern Han dynasty, the writing conventions from around the time of the Qin unification were largely retained. However, the character “斆” came to be used for both meanings, leading to a resurgence of the agent-patient polysemy phenomenon. The development of educational systems and conceptual frameworks gradually separated the processes of teaching and learning. Concurrently, the pursuit of precise and concise expression in writing, along with the internal optimization and adjustment of the relationship between Chinese characters and words, also drove the differentiation and evolution of the written forms for {教} and {學}.

目 錄
1.引言
2.殷商西周時期{教}與{學}用字情況考察
    2.1 “學”“教”來源及早期使用情況
    2.2 西周時期{教}{學}的用字情況
3.春秋戰國時期{教}與{學}用字情況考察
    3.1 春秋時期{教}與{學}的用字情況
    3.2 戰國時期{教}與{學}的用字情況
4.秦漢以後{教}與{學}用字情況考察
    4.1 秦統一後{教}與{學}的用字情況
    4.2 西漢時期{教}與{學}的用字情況
    4.3 東漢及以後{教}與{學}的用字情況
5.{教}與{學}用字分化的原因
    5.1 教育制度觀念的發展細化
    5.2 文字表義精確區別的需要
    5.3 漢語字詞關係優化調整的結果
6.結語

• 陳安琦(鄭州大學中華漢字文明研究中心、古文字與中華文明傳承發展工程, 協同攻關創新平臺碩士研究生) | Anqi CHEN
• 何余華(鄭州大學中華漢字文明研究中心、古文字與中華文明傳承發展工程 協同攻關創新平臺副教授、博士生導師) | Yuhua HE