本文選題：英格蘭 + 古典大學(xué)��； 參考：《西南大學(xué)》2012年碩士論文

【摘要】：牛津大學(xué)和劍橋大學(xué),是英格蘭最古老、最著名的大學(xué),它們?cè)谑澜绺叩冉逃飞蠒?shū)寫(xiě)著最華麗的篇章,不可撼動(dòng)的歷史地位與其在19世紀(jì)中期的現(xiàn)代化改革息息相關(guān)。 古典大學(xué)視培養(yǎng)學(xué)生健全精神,使之成為擁有博愛(ài)、虔敬、莊重等理想品格的紳士為教育目標(biāo)。然而隨著時(shí)間的推移,社會(huì)的進(jìn)步,大學(xué)應(yīng)有的育人功能正在與時(shí)代脫節(jié),古典自由教育的弊病日益顯現(xiàn)。學(xué)院制使得各學(xué)院憑借自己的權(quán)限實(shí)施教學(xué)和管理工作,導(dǎo)致各學(xué)院的教學(xué)水平、師資質(zhì)量、學(xué)生素質(zhì)、紀(jì)律效率等參差不齊；導(dǎo)師制則難以滿(mǎn)足對(duì)本科生的專(zhuān)業(yè)教育,使得學(xué)業(yè)水平良莠不齊、教學(xué)管理混亂；枯燥單一的學(xué)位培養(yǎng)方案,則造成了學(xué)習(xí)時(shí)間的浪費(fèi)和人才的流失,這種種因素最終制約著整個(gè)古典大學(xué)的發(fā)展。隨著英國(guó)社會(huì)矛盾的不斷深化,各階級(jí)從自己的利益出發(fā)探索解決社會(huì)矛盾的途徑。反映在英國(guó)高等教育領(lǐng)域上,則是產(chǎn)生了一次教育思想解放運(yùn)動(dòng),這是新興的功利主義和傳統(tǒng)的保守主義就功利教育和古典教育之間展開(kāi)的一場(chǎng)激辯。這場(chǎng)辯論使得功利主義思想廣泛傳播,成為英格蘭古典大學(xué)現(xiàn)代化改革的輿論力量。而那些開(kāi)設(shè)科學(xué)教育與職業(yè)教育課程的英格蘭新興大學(xué)機(jī)構(gòu)和德國(guó)大學(xué)的蓬勃發(fā)展,則對(duì)古典大學(xué)帶來(lái)了實(shí)實(shí)在在的壓力。 場(chǎng)現(xiàn)代化改革勢(shì)在必行,但古典大學(xué)自身的改革成效甚微,政府的介入則引領(lǐng)大學(xué)進(jìn)入實(shí)質(zhì)性的改革階段。1850年負(fù)責(zé)調(diào)查牛津大學(xué)和劍橋大學(xué)的皇家委員會(huì)正式成立,1854年牛津大學(xué)法案和1856年劍橋大學(xué)法案出臺(tái),對(duì)古典大學(xué)中存在的教學(xué)、學(xué)生入學(xué)、教師隊(duì)伍、大學(xué)與學(xué)院的管理等問(wèn)題提出了建設(shè)性的意見(jiàn)和要求。然而法案對(duì)于古典大學(xué)存在的本質(zhì)問(wèn)題沒(méi)有徹底解決,1872年第二個(gè)皇家委員會(huì)正式成立,1877年牛津大學(xué)和劍橋大學(xué)法案通過(guò),法案就學(xué)院所擁有的財(cái)產(chǎn)和收入、財(cái)務(wù)的有效管理等問(wèn)題提出解決方案。至此,古典大學(xué)的現(xiàn)代化改革得以圓滿(mǎn)告終。本文將從三個(gè)方面即世俗化改革、泛智化改革和組織管理改革來(lái)對(duì)古典大學(xué)從皇家委員會(huì)第一個(gè)調(diào)查報(bào)告的形成到第二個(gè)大學(xué)法案的出臺(tái)及改革的后續(xù)性影響(1850—1900年)這一歷史過(guò)程進(jìn)行研究。說(shuō)明古典大學(xué)在學(xué)生入學(xué)宗教限制和教師隊(duì)伍的世俗化改革、考試制度和內(nèi)容的改革、科學(xué)研究領(lǐng)域的加強(qiáng)、大學(xué)與學(xué)院關(guān)系的改革及教授制度的規(guī)范等方面所取得的成就。 卡文迪什實(shí)驗(yàn)室又稱(chēng)英國(guó)劍橋大學(xué)物理系,它是世界近代科研機(jī)構(gòu)中最為著名和影響最大的基礎(chǔ)學(xué)科研究與教學(xué)的機(jī)構(gòu),曾培養(yǎng)出二十多位諾貝爾科學(xué)獎(jiǎng)的獲得者�？ㄎ牡鲜矊�(shí)驗(yàn)室伴隨著時(shí)代和大學(xué)現(xiàn)代化的發(fā)展應(yīng)運(yùn)而生,其世界物理學(xué)前沿陣地的地位與歷屆實(shí)驗(yàn)室領(lǐng)導(dǎo)者的努力息息相關(guān)。他們對(duì)卡文迪什實(shí)驗(yàn)室做出了巨大貢獻(xiàn),也正是在他們的帶領(lǐng)下,開(kāi)展了教學(xué)和多項(xiàng)科學(xué)研究,培養(yǎng)了一批又一批的英國(guó)實(shí)驗(yàn)物理人才。也正是因?yàn)樗麄兊娜烁聍攘妥坑谐尚У慕虒W(xué)方法,為卡文迪什實(shí)驗(yàn)室的教學(xué)宗旨和辦學(xué)傳統(tǒng)奠定了基礎(chǔ),使得一代又一代的卡文迪什學(xué)子能夠在良好的學(xué)習(xí)氛圍下成就自己的輝煌�？ㄎ牡鲜矊�(shí)驗(yàn)室所開(kāi)創(chuàng)的系統(tǒng)的電磁理論和實(shí)驗(yàn)、氣體放電和原子結(jié)構(gòu)、分子生物學(xué)、核物理、凝聚態(tài)物理、射電天文學(xué)、非晶半導(dǎo)體、和有機(jī)聚合物半導(dǎo)體等多級(jí)重要的科學(xué)領(lǐng)域,標(biāo)志著以自然科學(xué)為領(lǐng)域的現(xiàn)代學(xué)科體系的逐步建立。以卡文迪什實(shí)驗(yàn)室的建立、發(fā)展和成就作為個(gè)案分析,有助于探討古典大學(xué)改革在現(xiàn)代科研職能方面的完善和由古典自由教育向自然科學(xué)教育的成功過(guò)渡。 英格蘭古典大學(xué)在各種政治、經(jīng)濟(jì)、思想和文化的因素下,對(duì)古典教育進(jìn)行了卓有成效的現(xiàn)代化變革,他們適時(shí)而變,從而成為“我們理想的大學(xué)”和高深知識(shí)的載體和象征。從整個(gè)歷史發(fā)展軌跡來(lái)看,牛津和劍橋走的是一條平穩(wěn)緩慢、保守而不守舊、變革而不冒失的道路�？v觀古典大學(xué)的現(xiàn)代化過(guò)程,每一步超越傳統(tǒng)基礎(chǔ)上的現(xiàn)代變革,都透露了大學(xué)甚至整個(gè)英國(guó)精神——傳統(tǒng)的漸進(jìn)性變革。雖然改革的步伐是緩慢的,甚至有時(shí)是被動(dòng)的,但這種穩(wěn)中求變,相對(duì)于那些盲目冒進(jìn)的變革是更加值得肯定的。 古典大學(xué)所經(jīng)歷的成長(zhǎng)和發(fā)展表現(xiàn)出它們勇于開(kāi)拓和堅(jiān)守信仰的那份真誠(chéng),在這個(gè)變化發(fā)展的過(guò)程中,十六七世紀(jì)古典大學(xué)的衰退以及19世紀(jì)的現(xiàn)代化變革,就是它們曲折發(fā)展、追求更好的最好例證。也正是古典大學(xué)的階段性衰落催生了近代大學(xué)的產(chǎn)生和發(fā)展,而近代大學(xué)對(duì)古典大學(xué)的繼承和改造,又顯現(xiàn)了古典大學(xué)的不朽價(jià)值。英格蘭古典大學(xué)的現(xiàn)代化對(duì)政府來(lái)說(shuō),實(shí)現(xiàn)了昔日旁觀者的身份向主導(dǎo)者的角色蛻變,對(duì)大學(xué)來(lái)說(shuō),則一改往日沉寂落寞的學(xué)術(shù)教育,向著一片生機(jī)勃然的科學(xué)教育發(fā)展。這是一場(chǎng)關(guān)于政府、機(jī)構(gòu)、民間群眾相互“協(xié)作”的適時(shí)改革,它彰顯了英格蘭民族和古典大學(xué)保守發(fā)展、穩(wěn)步變革的精神氣質(zhì)。
[Abstract]:The University of Oxford and the University of Cambridge are the oldest and most famous universities in England. They write the most magnificent chapters in the history of higher education in the world. The unshaken historical position is closely related to the modernization reform in the middle of the nineteenth Century.
In classical universities, it is considered to cultivate the students' sound spirit and make them a goal of education. However, as time goes on, the social progress, the educational function of the university is disjointing with the times, the disadvantages of the classical liberal education appear. The college system makes the colleges and universities rely on their own rights. The teaching and management work leads to the uneven teaching level, the quality of teachers, the quality of the students and the efficiency of discipline. The tutorial system is difficult to meet the professional education of the undergraduates, and the academic level is different and the teaching management is confused. The boring and single degree training program leads to the waste of learning time and the flow of talents. Loss, this kind of factor eventually restricts the development of the whole classical university. With the continuous deepening of the social contradictions in Britain, each class explores the way to solve social contradictions from its own interests. It is reflected in the field of British higher education, which has created an educational thought liberation movement, this is a new utilitarianism and traditional conservatism. A debate between utilitarian education and classical education. This debate has made utilitarianism spread widely and became a public opinion force for the modernized reform of the classical University of England. The flourishing of the new and German universities in England, which opened the courses of science education and vocational education, to the classical universities. It brings real pressure.
The reform of the field modernization is imperative, but the reform of the classical universities has little effect. The intervention of the government leads the university to enter the substantive reform stage in.1850 and the Royal Committee of the University of Oxford and University of Cambridge. In 1854, the University of Oxford bill and the University of Cambridge act of 1856 were introduced to the classical universities. There are constructive suggestions and requirements for teaching, student enrollment, teachers' ranks, and the management of universities and colleges. However, the bill has not been thoroughly solved for the essential problems of classical universities. In 1872, the second Royal committees were formally established, and in 1877, the University of Oxford and University of Cambridge bill passed the bill on the property owned by the college. At this point, the modernized reform of the classical university has come to a successful end. This article will come from the three aspects of the secularized reform, the pan intellectual reform and the organizational management reform to the formation of the first investigation report from the Royal Commission to the second University bills. This historical process (1850 - 1900) was studied. The achievements of classical universities were made in the aspects of religious restrictions on students' enrollment and the secularization of the teachers' ranks, the reform of the examination system and content, the strengthening of the field of scientific research, the reform of the relations between universities and Colleges and the standardization of the teaching system.
The Cavendish laboratory, also known as the Department of physics of the University of Cambridge, is the most famous and most influential institution of basic research and teaching in modern scientific research institutions in the world. It has trained more than 20 winners of the Nobel prize for science. The Cavendish laboratory, accompanied by the development of the times and the modernization of the University, has emerged as the times require. The position of the frontiers of science is closely related to the efforts of the previous laboratory leaders. They have made great contributions to the Cavendish laboratory, and under their guidance, they have carried out teaching and a number of scientific research and trained a batch of British experimental physics talents. It is also because of their personality and effectiveness. The teaching method laid the foundation for the teaching purpose and school tradition of Cavendish laboratory, so that the generation and generation of Cavendish students can achieve their brilliance in a good learning atmosphere. The system of electromagnetic theory and experiments, gas discharge and atomic structure, molecular biology, and nuclear materials created by Cavendish laboratory. Theory, condensed matter physics, radio astronomy, amorphous semiconductors, and organic polymer semiconductors, symbolized the gradual establishment of a modern discipline system in the field of natural science. The establishment, development and achievement of Cavendish laboratory, as a case analysis, will help to explore the reform of classical universities in modern scientific research. The perfection of ability and the successful transition from classical liberal education to natural science education.
Under the various political, economic, ideological and cultural factors, the classical universities of England have made effective modernized changes to the classical education. They are timely and changed, thus becoming the carrier and symbol of "our ideal university" and the profound knowledge. From the track of historical development, Oxford and Cambridge are taking a smooth and slow pace. In the course of the modernization of the classical university, the modern transformation of the classical university, every step beyond the traditional basis, has revealed the gradual change of the University, even the whole British spirit, the traditional one. Although the pace of reform is slow and sometimes passive, this kind of stability is relative to those of the blind. An aggressive change is more affirmative.
The growth and development of classical universities show the sincerity of their courage to open up and stick to their faith. In the course of this change and development, the decline of the classical universities in seventh Century and the modernization of the nineteenth Century are their tortuous development and the pursuit of better examples. It is also the stage of the decline of classical universities. The emergence and development of modern universities, and the inheritance and transformation of modern universities to classical universities, and the immortal value of classical universities. The modernization of the classical University of England has realized the transformation of the identity of the bystanders from the former to the dominant. It is a timely and vigorous development of science education. This is a timely reform of the "collaboration" between the government, the institutions and the people. It shows the spirit of the conservative development of the England and the classical universities and the steady change.

【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：G649.561

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