本論文分別敘述孔子與朱子的詩教主張，並比較說明二者思想的異同點，最後舉出對現代詩歌教育的啟示。 孔子詩教主張可從四方面觀察，即能力養成，情志陶治，道德紮根，及人格融合等。 朱子的詩教體系則較孔子嚴密，他以大學中庸為經緯，以格物窮理為方法，以道德倫常為內涵，以理學範疇為精髓，最終以養心無邪為目的。 二者詩教的相同點：1.對《詩經》具教化功能的看法相同；2.對詩教溫柔敦厚的看法一致；3.肯定通經致用的功能；4.皆受時代背景影響詮解《詩經》以符詩教要求。二者詩教的相異點：1.詩教理論的架構不同；2.詩教理論的核心學理不同；3.對《詩經》之辭看法不同；4.對「思無邪」詩教之對象認定有異；5.對詩教結果的看法不同。 二者詩教思想對現代詩歌教育的啟示則有六點：1.重估古典詩歌教育在現代社會的價值；2.重視古典詩歌教材現代化的必要性；3.重建研讀古典詩歌的新方法；4.詩歌研與詩歌教育結合的強化；5.詩歌創作理論教學的新思考；6.詩歌教材選材標準的思考。

　　　　　This paper discusses Confucius and Zhu Xi's poetic education, explains their similarities and differences, and finally enumerates inspirations it could have on the educational function of contemporary poetry. Confucian poetic education has four claims: cultivation of capacity, refinement of emotion and spirit, taking root of ethics, and fusion of personality. Zhu Xi's poetic education is more discreet. He uses The Great Learning (大學) and The doctrine of the Mean (中庸) as guidelines, thorough investigation of things and study of logic as methods, morals and ethics as content, Li study as area of core spirit, and finally cultivation of heart and no-evil as objective. The similarities in their poetic education: (1)Both see The Book of Songs as holding didactic function. (2)Both see the poetic education as gentle and kind. (3)Both advocate familiarization with classics and believes that it would facilitate practical usage. (4)In order to meet the demand of poetic education, both were influenced by historical contingency when annotating The Book of Songs. Differences: (1)Structure is different. (2)Core theory is different. (3)Interpretations are different. (4)"No evil in thought" targets different object. (5)Result is different. Confucius and Zhu Xi's poetic education provide six inspirations for contemporary poetry as far as education is concerned: (1)Reevaluates the educational value of classical poetry in modern society. (2)Emphasizes the necessity of modernizing classical poetry as teaching materials. (3)Reconstructs new ways of rereading classical poetry. (4)Strengthens the ties between poetic research and education. (5)Rethinks theory of poetic writing. (6)Rethinks standardized poetic teaching materials.