teach · 教

Teacher, Learner, Content · two bare objects, Learner then Content · 给 on the verb, or 把 of the Content · working claim, revisable

Voice[Teacher] + low Appl(Learner) + complement of the root (Content)

教 jiāo · two bare objects · Learner then Content · 张老师现在教我们化学 · either object alone · 教我们 · 教化学

教给 · 给 on the verb · Learner then Content · 他教给我一种新的算法 · or 把 + Content, then 教给 + Learner · 师傅把技术教给徒弟

教书 · 书 is the object inside the compound · 他在小学里教过书 · 过 sits between 教 and 书 · no Learner in that line

学 · Learner = subject · 跟着他 · Content = bare NP · 我跟着他学了许多知识 · 向 + person is printed on 学习 · 向先进工作者学习

A teaching, on 教 jiāo, has a Teacher, a Learner, and a Content. They are not three equal sisters of one flat verb. Voice adds the Teacher. Low Appl introduces the Learner. The root’s complement is the Content. A full noun has no case ending. The order after the verb, and 给 or 把 when the line has one, is what separates the Learner from the Content. The seventh edition of 现代汉语词典 files the free verb as jiāo: 把知识或技能传给人, examples 教唱歌, 教小孩儿识字, and 师傅把技术教给徒弟. The same character’s jiào articles are a different reading.

What matches the English gloss, and what does not. English teach someone something is two bare objects, Learner then Content. The usage article prints that pair, with no coverb: 张老师现在教我们化学. 我们 is the Learner. 化学 is the Content. English teach something to someone puts the Content before to and the Learner after it. The printed 给 lines do not put a bare Content in that slot. 他教给我一种新的算法 keeps the Learner before the Content, and 给 is on the verb. 师傅把技术教给徒弟 and 老师傅把技术都教给了徒弟 front the Content with 把, and the Learner follows 给. A Content sitting immediately before 给, with no 把, is unprinted. Norwegian lære noen noe is the two bare objects. Japanese に plus を marks the Learner. Mandarin’s two-bare-object line does not.

jiāo and jiào are not one article. The seventh edition’s jiāo article is the transmission verb, and it cross-refers to jiào. 教¹ jiào is 教导；教育, and the examples are compounds: 管教, 请教, 受教, 因材施教, plus the noun 宗教 and the surname. 教² jiào is 使；令；让: 教他无计可施, 教我十分为难. That clause is not a skill. CC-CEDICT, as MDBG serves it, glosses jiāo “to teach; to instruct” and glosses jiào “(bound form) to teach; to instruct”, “a religion”, and “to cause (sb to do sth); to tell (sb to do sth)”. The free two-object line is the jiāo article. The bound-form gloss sits with the compounds of 教¹. The cause gloss sits with 教².

Two bare objects, and either one alone. The usage article’s heading says the verb can take a noun object, a verb object, and a double object. Point (a) says it can take the double object or only one of the two: 张老师现在教我们化学, 张老师现在教我们, 张老师现在教化学. The Learner alone is also 他没教过我. The Content alone is also 教数学 and 教唱歌. 唱歌 is a verb object. The seventh edition’s 教小孩儿识字 is the line that prints a Learner and a verb-object Content in one example. 识字 is not a 怎么 clause. 教他怎么做 and 教他游泳 are unprinted. 教他无计可施 is jiào, 使；令；让, not this skill frame.

教给 and 把. Point (c) of the usage article is 教+给, and it says the thing-object is commonly fronted with 把: 老师傅把技术都教给了徒弟. The other line in that point is 他教给我一种新的算法. 给 follows 教 immediately. The Learner 我 follows 给. The Content follows the Learner. The seventh edition’s example has no 了 and no 都: 师傅把技术教给徒弟. 教给 is not a headword in the seventh edition, and a CC-CEDICT search for the two characters returns 教 and 给 as separate entries. The 给 article’s note that a verb with a giving sense may or may not take 给 names 还, 送, 捎, and 留. It does not name 教.

A bare noun is not always the subject matter. Point (b) prints a non-patient object. A school: 我教了十年大学, 教小学不见得比教中学容易. An instrument: 他在音乐学院教大提琴和小提琴. 教化学 in point (a) is the subject matter, one of the two objects. 教大学 is not that object. The article labels the school and the instrument 非受事.

教书. The seventh edition’s article is jiāoshū, 教学生学习功课, examples 教书先生 and 他在小学里教过书. 过 sits between 教 and 书. The line has no Learner. 书 is the object inside the compound, not a second object beside a person. CC-CEDICT glosses the word “to work as a teacher; to teach (in a school)”. 教学 jiāoxué is glossed 教书 and cross-refers to jiàoxué, which is the noun 教师把知识、技能传授给学生的过程. The noun is not a second frame of the verb.

教授 and 教育. The seventh edition prints 教授 jiàoshòu. Sense 1 of that reading is the verb 对学生讲解说明教材的内容, examples 教授数学 and 教授有方. The Content in the example is 数学. The Learner is inside the definition, 对学生, and is not an object in the example. Sense 2 is the noun, the highest teaching rank in a higher school. CC-CEDICT, as MDBG serves it, splits the word: jiāo shòu “to teach (a subject)”, and jiào shòu “professor”. The seventh edition does not print the verb under jiāoshòu. 教育 jiàoyù sense 2 is 按一定要求培养, example 教育下一代成为德、智、体全面发展的有用人才. Sense 3 is 教育干部要清正廉洁. The object is the person. The clause is what that person is to become or to do. 数学 is not this object. CC-CEDICT glosses 教育 “to educate / to teach / education” and prints no object.

The learner-side 学. The Learner is the subject. The seventh edition’s 学 sense 1 is 学习, examples 学技术, 勤工俭学, and 我跟着他学了许多知识. 跟着他 is the person. 许多知识 is the Content, a bare noun. 向 on the 学 article is unprinted. The 向 article, preposition of direction, prints 向先进工作者学习. The person is 向 plus the noun. The verb is 学习, and that line has no Content noun. 学习’s own examples of a Content are 学习文化 and 学习先进经验, with no person. The preposition 跟 is glossed as also 向, and the example is 跟大家说说, not 学. Bare 跟他学 and bare 向他学 are unprinted. The printed source phrases are 跟着他 with 学, and 向先进工作者 with 学习.

Against the other languages. English teach someone something matches 教我们化学: two bare objects, Learner then Content. English teach something to someone does not match a printed line. lære prints the two bare objects. 教える prints the Learner in に and the Content in を. уча prints one bare Learner and the Content in на. Mandarin writes neither particle on 教我们化学. The 给 that is printed is on the verb, or after a 把-fronted Content, and it is not a dative ending.