Mandarin language learning HK – Modern American Universities

Mandarin Lesson

Modern American Universities

Before the 1850’s, theUnited Stateshad 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.

ThroughoutEurope, 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 toGermanyfor 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.

現代美國大學

19世紀50年代以前美國有一些小的學院,大多數成立於殖民時期。它們是與教會掛鉤的小機構,主要目的是培養學生的道德品行。

當時在歐洲各地,高等教育機構已經發展起來,用的是一個古老的名稱–大學。德國已經發展出一種不同類型的大學。德國大學關心的主要是創造知識和傳播知識,而不是道德教育。從世紀中葉到世紀末,有9000多名美國青年因不滿國內所受的教育而赴德深造。他們中的一些人回國後成為一些知名學府–哈佛、耶魯、哥倫比亞的校長並且把這些學府轉變成了現代意義的大學。新校長們斷絕了和教會的關係,聘請了新型的教職員,聘用教授根據的是他們在學科方面的知識,而不是正確的信仰和約束學生的強硬手段。新的原則是大學既要傳播知識也要創造知識。這就需要由學者型老師組成教工隊伍。靠死記硬背和做練習來學習的方法變為德國式的講解方法。德國式的講解就是由教授講授自己的研究課題。通過研究生性質的學習可以獲得表明最高學術造詣的古老的德國學位–博士學位。隨著討論課制度的建立,研究生們學會了提問、分析以及開展他們自己的研究。

Xiàndài měiguó dàxué

19 Shìjì 50 niándài yǐqián měiguó yǒu yīxiē xiǎo de xuéyuàn, dà duōshù chénglì yú zhímín shíqí. Tāmen shì yǔ jiàohuì guàgōu de xiǎo jīgòu, zhǔyào mùdì shì péiyǎng xuéshēng de dàodé pǐnxíng. Dāngshí zài ōuzhōu gèdì, gāoděng jiàoyù jīgòu yǐjīng fāzhǎn qǐlái, yòng de shì yīgè gǔlǎo de míngchēng–dàxué. Déguó yǐjīng fāzhǎn chū yī zhǒng bùtóng lèixíng de dàxué. Déguó dàxué guānxīn de zhǔyào shi chuàngzào zhīshì hé chuánbò zhīshì, ér bùshì dàodé jiàoyù. Cóng shìjì zhōngyè dào shìjìmò, yǒu 9000 duō míng měiguó qīngnián yīn bùmǎn guónèi suǒ shòu de jiàoyù ér fù dé shēnzào. Tāmen zhōng de yīxiē rén huíguó hòu chéngwéi yīxiē zhīmíng xuéfǔ–hāfó, yélǔ, gēlúnbǐyǎ de xiàozhǎng bìngqiě bǎ zhèxiē xuéfǔ zhuǎnbiàn chéngle xiàndài yìyì de dàxué. Xīn xiàozhǎngmen duànjuéle hé jiàohuì de guānxì, pìnqǐngle xīnxíng de jiàozhíyuán, pìnyòng jiàoshòu gēnjù de shì tāmen zài xuékē fāngmiàn de zhīshì, ér bùshì zhèngquè de xìnyǎng hé yuēshù xuéshēng de qiángyìng shǒuduàn. Xīn de yuánzé shì dàxué jì yào chuánbò zhīshì yě yào chuàngzào zhīshì. Zhè jiù xūyào yóu xuézhě xíng lǎoshī zǔchéng jiàogōng duìwu. Kào sǐjì yìng bèi hé zuò liànxí lái xuéxí de fāngfǎ biàn wèi déguó shì de jiǎngjiě fāngfǎ. Déguó shì de jiǎngjiě jiùshì yóu jiàoshòu jiǎngshòu zìjǐ de yánjiū kètí. Tōngguò yánjiūshēng xìngzhì de xuéxí kěyǐ huòdé biǎomíng zuìgāo xuéshù zàoyì de gǔlǎo de déguó xuéwèi–bóshì xuéwèi. Suízhe tǎolùn kè zhìdù de jiànlì, yánjiūshēngmen xuéhuìle tíwèn, fēnxī yǐjí kāizhǎn tāmen zìjǐ de yánjiū.