本文以「國民中小學應兼重『能力培養』與『知識或訊息習得的教學』」為主題，主要的考慮有二：其一、國民中小學九年一貫課程改革，為了矯正「將知識等同於資料或事實」的偏倚，試圖以「能力取向」的課程取代「知識取向」的課程，卻有形成「重能力培養、輕知識或訊息習得」迷思之虞。其二、在此一迷思的主導之下，所導致中小學課程與教學實施的誤差，可能是造成社會大眾有關「學生水準低落」疑慮之主要原因之一。基於以上的考慮，本文的目的即在試圖針對「能力的培養」與「知識或訊息習得的教學」之間的關係，進行一番論證分析，並且試提二者應予兼重的持平論點。

The paper aimed at clarifying the equal importance of capacity cultivation and teaching for knowledge or information acquisition in the Grade 1-9 level. It was considered that overemphasizing the former could be a possible cause of the lowering of the students’ achievement level, which is one of the big issues of recent curriculum reform in Taiwan. The paper is divided into five sections. The rationale for writing the paper was delineated in the first section. John Passmore’s analysis of capacities development, teaching to acquire information, imparting information, and information and capacity was elaborated in the second section. Gary Fenstermacher’s categorization of propositional knowledge and performance knowledge was explained in the third section. Ann Sfard’s discussion of the dangers of choosing either acquisition or participation as a metaphor for learning was described in the fourth section. A fair commentary on the debate was made in the concluding section.