| Before the 1850’s, the United States had a number of small colleges, most of them dating from colonial days. They were small, church connected institutions whose primary concern was to shape the moral character of their students. Throughout Europe, institutions of higher learning had developed, bearing the ancient name of university. In German university was concerned primarily with creating and spreading knowledge, not morals. Between mid-century and the end of the 1800’s, more than nine thousand young Americans, dissatisfied with their training at home, went to Germany for advanced study. Some of them return to become presidents of venerable colleges-----Harvard, Yale, Columbia---and transform them into modern universities. The new presidents broke all ties with the churches and brought in a new kind of faculty. Professors were hired for their knowledge of a subject, not because they were of the proper faith and had a strong arm for disciplining students. The new principle was that a university was to create knowledge as well as pass it on, and this called for a faculty composed of teacher-scholars. Drilling and learning by rote were replaced by the German method of lecturing, in which the professor’s own research was presented in class. Graduate training leading to the Ph.D., an ancient German degree signifying the highest level of advanced scholarly attainment, was introduced. With the establishment of the seminar system, graduate student learned to question, analyze, and conduct their own research. At the same time, the new university greatly expanded in size and course offerings, breaking completely out of the old, constricted curriculum of mathematics, classics, rhetoric, and music. The president of Harvard pioneered the elective system, by which students were able to choose their own course of study. The notion of major fields of study emerged. The new goal was to make the university relevant to the real pursuits of the world. Paying close heed to the practical needs of society, the new universities trained men and women to work at its tasks, with engineering students being the most characteristic of the new regime. Students were also trained as economists, architects, agriculturalists, social welfare workers, and teachers. | |
| 19世纪50年代以前美国有一些小的学院，大多数成立于殖民时期。它们是与教会挂钩的小机构，主要目的是培养学生的道德品行。 当时在欧洲各地，高等教育机构已经发展起来，用的是一个古老的名称--大学。德国已经发展出一种不同类型的大学。德国大学关心的主要是创造知识和传播知 识，而不是道德教育。从世纪中叶到世纪末，有9000多名美国青年因不满国内所受的教育而赴德深造。他们中的一些人回国后成为一些知名学府--哈佛、耶 鲁、哥伦比亚的校长并且把这些学府转变成了现代意义的大学。新校长们断绝了和教会的关系，聘请了新型的教职员，聘用教授根据的是他们在学科方面的知识，而 不是正确的信仰和约束学生的强硬手段。新的原则是大学既要传播知识也要创造知识。这就需要由学者型老师组成教工队伍。靠死记硬背和做练习来学习的方法变为 德国式的讲解方法。德国式的讲解就是由教授讲授自己的研究课题。通过研究生性质的学习可以获得表明最高学术造诣的古老的德国学位--博士学位。随着讨论课 制度的建立，研究生们学会了提问、分析以及开展他们自己的研究。 同时，新式大学学校规模和课程设置完全突破了过去那种只有数学、经典著作、美学和音乐的狭窄课程表。哈佛大学的校长率先推出选课制度，这样学生们就能选择 自己的专业。主修领域的概念也出现了。新的目标是使大学对实际社会更有用。密切关注着社会上的实际需求，新的大学着意培养学生解决问题的能力。工程系学生 成为新式教育体制下最典型的学生。学生们还被培训成为经济学家、建筑师、农学家、社会工作人员以及教师。 |
| Before the 1850' s, the United States had a number of small colleges, most of them dating from colonial days. They were small, church connected institutions whose primary concern was to shape the moral character of their students. Throughout Europe, institutions of higher learning had developed, bearing the ancient name of university. In German university was concerned primarily with creating and spreading knowledge, not morals. Between midcentury and the end of the 1800' s, more than nine thousand young Americans, dissatisfied with their training at home, went to Germany for advanced study. Some of them return to become presidents of venerable collegesHarvard, Yale, Columbiaand transform them into modern universities. The new presidents broke all ties with the churches and brought in a new kind of faculty. Professors were hired for their knowledge of a subject, not because they were of the proper faith and had a strong arm for disciplining students. The new principle was that a university was to create knowledge as well as pass it on, and this called for a faculty composed of teacherscholars. Drilling and learning by rote were replaced by the German method of lecturing, in which the professor' s own research was presented in class. Graduate training leading to the Ph. D., an ancient German degree signifying the highest level of advanced scholarly attainment, was introduced. With the establishment of the seminar system, graduate student learned to question, analyze, and conduct their own research. At the same time, the new university greatly expanded in size and course offerings, breaking completely out of the old, constricted curriculum of mathematics, classics, rhetoric, and music. The president of Harvard pioneered the elective system, by which students were able to choose their own course of study. The notion of major fields of study emerged. The new goal was to make the university relevant to the real pursuits of the world. Paying close heed to the practical needs of society, the new universities trained men and women to work at its tasks, with engineering students being the most characteristic of the new regime. Students were also trained as economists, architects, agriculturalists, social welfare workers, and teachers. | |
| 19 shi ji 50 nian dai yi qian mei guo you yi xie xiao de xue yuan, da duo shu cheng li yu zhi min shi qi. ta men shi yu jiao hui gua gou de xiao ji gou, zhu yao mu di shi pei yang xue sheng de dao de pin xing. dang shi zai ou zhou ge di, gao deng jiao yu ji gou yi jing fa zhan qi lai, yong de shi yi ge gu lao de ming cheng da xue. de guo yi jing fa zhan chu yi zhong bu tong lei xing de da xue. de guo da xue guan xin de zhu yao shi chuang zao zhi shi he chuan bo zhi shi, er bu shi dao de jiao yu. cong shi ji zhong ye dao shi ji mo, you 9000 duo ming mei guo qing nian yin bu man guo nei suo shou de jiao yu er fu de shen zao. ta men zhong de yi xie ren hui guo hou cheng wei yi xie zhi ming xue fu ha fo ye lu ge lun bi ya de xiao zhang bing qie ba zhei xie xue fu zhuan bian cheng le xian dai yi yi de da xue. xin xiao zhang men duan jue le he jiao hui de guan xi, pin qing le xin xing de jiao zhi yuan, pin yong jiao shou gen ju de shi ta men zai xue ke fang mian di zhi shi, er bu shi zheng que de xin yang he yue shu xue sheng de qiang ying shou duan. xin de yuan ze shi da xue ji yao chuan bo zhi shi ye yao chuang zao zhi shi. zhe jiu xu yao you xue zhe xing lao shi zu cheng jiao gong dui wu. kao si ji ying bei he zuo lian xi lai xue xi de fang fa bian wei de guo shi de jiang jie fang fa. de guo shi de jiang jie jiu shi you jiao shou jiang shou zi ji de yan jiu ke ti. tong guo yan jiu sheng xing zhi di xue xi ke yi huo de biao ming zui gao xue shu zao yi de gu lao de de guo xue wei bo shi xue wei. sui zhe tao lun ke zhi du de jian li, yan jiu sheng men xue hui le ti wen fen xi yi ji kai zhan ta men zi ji de yan jiu. tong shi, xin shi da xue xue xiao gui mo he ke cheng she zhi wan quan tu po le guo qu na zhong zhi you shu xue jing dian zhu zuo mei xue he yin yue de xia zhai ke cheng biao. ha fo da xue de xiao zhang shuai xian tui chu xuan ke zhi du, zhe yang xue sheng men jiu neng xuan ze zi ji de zhuan ye. zhu xiu ling yu de gai nian ye chu xian le. xin de mu biao shi shi da xue dui shi ji she hui geng you yong. mi qie guan zhu zhe she hui shang de shi ji xu qiu, xin de da xue zhuo yi pei yang xue sheng jie jue wen ti de neng li. gong cheng xi xue sheng cheng wei xin shi jiao yu ti zhi xia zui dian xing de xue sheng. xue sheng men hai bei pei xun cheng wei jing ji xue jia jian zhu shi nong xue jia she hui gong zuo ren yuan yi ji jiao shi. |
| Before the 1850' s, the United States had a number of small colleges, most of them dating from colonial days. They were small, church connected institutions whose primary concern was to shape the moral character of their students. Throughout Europe, institutions of higher learning had developed, bearing the ancient name of university. In German university was concerned primarily with creating and spreading knowledge, not morals. Between midcentury and the end of the 1800' s, more than nine thousand young Americans, dissatisfied with their training at home, went to Germany for advanced study. Some of them return to become presidents of venerable collegesHarvard, Yale, Columbiaand transform them into modern universities. The new presidents broke all ties with the churches and brought in a new kind of faculty. Professors were hired for their knowledge of a subject, not because they were of the proper faith and had a strong arm for disciplining students. The new principle was that a university was to create knowledge as well as pass it on, and this called for a faculty composed of teacherscholars. Drilling and learning by rote were replaced by the German method of lecturing, in which the professor' s own research was presented in class. Graduate training leading to the Ph. D., an ancient German degree signifying the highest level of advanced scholarly attainment, was introduced. With the establishment of the seminar system, graduate student learned to question, analyze, and conduct their own research. At the same time, the new university greatly expanded in size and course offerings, breaking completely out of the old, constricted curriculum of mathematics, classics, rhetoric, and music. The president of Harvard pioneered the elective system, by which students were able to choose their own course of study. The notion of major fields of study emerged. The new goal was to make the university relevant to the real pursuits of the world. Paying close heed to the practical needs of society, the new universities trained men and women to work at its tasks, with engineering students being the most characteristic of the new regime. Students were also trained as economists, architects, agriculturalists, social welfare workers, and teachers. | |
| 19 shì jì 50 nián dài yǐ qián měi guó yǒu yī xiē xiǎo de xué yuàn, dà duō shù chéng lì yú zhí mín shí qī. tā men shì yǔ jiào huì guà gōu de xiǎo jī gòu, zhǔ yào mù dì shì péi yǎng xué shēng de dào dé pǐn xíng. dāng shí zài ōu zhōu gè dì, gāo děng jiào yù jī gòu yǐ jīng fā zhǎn qǐ lái, yòng de shì yí gè gǔ lǎo de míng chēng dà xué. dé guó yǐ jīng fā zhǎn chū yī zhǒng bù tóng lèi xíng de dà xué. dé guó dà xué guān xīn de zhǔ yào shì chuàng zào zhī shí hé chuán bō zhī shí, ér bú shì dào dé jiào yù. cóng shì jì zhōng yè dào shì jì mò, yǒu 9000 duō míng měi guó qīng nián yīn bù mǎn guó nèi suǒ shòu de jiào yù ér fù dé shēn zào. tā men zhōng de yī xiē rén huí guó hòu chéng wéi yī xiē zhī míng xué fǔ hā fó yé lǔ gē lún bǐ yà de xiào zhǎng bìng qiě bǎ zhèi xiē xué fǔ zhuǎn biàn chéng le xiàn dài yì yì de dà xué. xīn xiào zhǎng men duàn jué le hé jiào huì de guān xì, pìn qǐng le xīn xíng de jiào zhí yuán, pìn yòng jiào shòu gēn jù de shì tā men zài xué kē fāng miàn dí zhī shí, ér bú shì zhèng què de xìn yǎng hé yuē shù xué shēng de qiáng yìng shǒu duàn. xīn de yuán zé shì dà xué jì yào chuán bō zhī shí yě yào chuàng zào zhī shí. zhè jiù xū yào yóu xué zhě xíng lǎo shī zǔ chéng jiào gōng duì wǔ. kào sǐ jì yìng bèi hé zuò liàn xí lái xué xí de fāng fǎ biàn wéi dé guó shì de jiǎng jiě fāng fǎ. dé guó shì de jiǎng jiě jiù shì yóu jiào shòu jiǎng shòu zì jǐ de yán jiū kè tí. tōng guò yán jiū shēng xìng zhì dì xué xí kě yǐ huò dé biǎo míng zuì gāo xué shù zào yì de gǔ lǎo de dé guó xué wèi bó shì xué wèi. suí zhe tǎo lùn kè zhì dù de jiàn lì, yán jiū shēng men xué huì le tí wèn fēn xī yǐ jí kāi zhǎn tā men zì jǐ de yán jiū. tóng shí, xīn shì dà xué xué xiào guī mó hé kè chéng shè zhì wán quán tū pò le guò qù nà zhǒng zhǐ yǒu shù xué jīng diǎn zhù zuò měi xué hé yīn yuè de xiá zhǎi kè chéng biǎo. hā fó dà xué de xiào zhǎng shuài xiān tuī chū xuǎn kè zhì dù, zhè yàng xué shēng men jiù néng xuǎn zé zì jǐ de zhuān yè. zhǔ xiū lǐng yù de gài niàn yě chū xiàn le. xīn de mù biāo shì shǐ dà xué duì shí jì shè huì gèng yǒu yòng. mì qiè guān zhù zhe shè huì shàng de shí jì xū qiú, xīn de dà xué zhuó yì péi yǎng xué shēng jiě jué wèn tí de néng lì. gōng chéng xì xué shēng chéng wéi xīn shì jiào yù tǐ zhì xià zuì diǎn xíng de xué shēng. xué shēng men hái bèi péi xùn chéng wéi jīng jì xué jiā jiàn zhù shī nóng xué jiā shè huì gōng zuò rén yuán yǐ jí jiào shī. |
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