【作者】 周保利；

【导师】 朱文富；

【作者基本信息】 河北大学 ， 教育史， 2009， 博士

【摘要】 创建于1209年的剑桥大学,经过近600年的发展,到18世纪末期仍然是一所以绅士子弟为招生对象、以为教会和政府培养人才为宗旨、以古典学科为主要教学内容、学院享有过度自治权、非国教徒和女子被剥夺入学权利的古典教育居于统治地位的学府。进入19世纪后,在社会的政治、经济、科技等因素的作用下,剑桥大学迈开了由古典教育堡垒向科学教育中心转变的步伐。到19世纪末,剑桥大学的教育对象和培养目标、管理模式、教学体制、教师队伍、科学研究等方面都发生了根本性的变化,古典教育堡垒向科学教育中心转变的过程基本完成,剑桥大学步入了科学时代。在追述18世纪剑桥大学古典教育的基础上,依据不同历史时期呈现出的突出特点,剑桥大学由古典教育堡垒向科学教育中心转变的过程大致可划分为三个阶段。第一阶段从1802年《爱丁堡评论》创刊并发表抨击传统大学的文章至1850年皇家委员会成立,是剑桥大学自我进行科学教育探索的阶段。在这一时期,围绕剑桥大学等传统大学的培养目标、教学内容、教学方法等论题展开了激烈的论争,各种发难、辩护的文章时常见诸报端。剑桥大学在教学内容、考试制度等方面对古典教育进行了一定的改造,设立了自然科学、道德科学荣誉学位考试制度。第二阶段从1850年皇家委员会成立至1877年法案的颁布,是剑桥大学科学教育得到显著加强的时期。在这个阶段,英国政府采取调查、立法等多种形式,直接介入剑桥大学等传统大学的改革,围绕剑桥大学的法律框架逐步建立。同时,卡文迪什实验室的建立,开启了实验物理学教学与研究的新时代。第三阶段从1877年法案的颁布至19世纪末,是剑桥大学科学教育出现繁荣并从此步入科学时代的时期。在这个阶段,剑桥大学的大学管理职能和财力不断增强,大学教师队伍得到充实与完善,科学领域教学体制正式确立,科学研究的领域不断开拓并取得了许多重要的科研成果。所有这些,都标志着剑桥大学的科学教育突破了古典教育的束缚,走上了快速、健康发展的轨道。研究19世纪剑桥大学由古典教育堡垒向科学教育中心转变的过程,从中总结有益的历史经验,可以丰富剑桥大学的校史研究,深化对英国高等教育史的研究,为我国创建世界一流大学提供有益的借鉴。更多还原

【Abstract】 With the earliest record of the university in 1209, Cambridge had experienced a history of 600 years at the end of eighteenth century. At that time, the classical education took the domination. Cambridge expected students who were from the royal family to take the careers in the Church or in the Civil Service. Classics still took the leading part in studies in Cambridge. Colleges had the overhigh-selfgovernment right. The university was closed to non-Anglicans and women students. After the entering to nineteenth century, under the influence of social political movements, economy and technology, there was a continued call for change and reform in the University from classical education to scientific education. At the latter nineteenth century the basic changes happened in the aspects of educational aim, management system, teaching system, faculty and scientific research in Cambridge. The change from classical education to scientific education had nearly finished and Cambridge stepped into a new scientific era.The course of change from classical education to scientific education can be divided into three periods. The first period began with the first publication of Edinburgh Review in 1802, which published critical articles on ancient universities and ended with the appointment of Royal Commission of 1850. The issues of educational aim, teaching content and methods of ancient universities were sharply discussed. The discussions can always be found in newspapers. The introduction and examination of new studies advanced very rapidly after the Royal Commission of 1850 had reported. The natural sciences and moral sciences (now philosophical) Triposes were approved as early as 1851.Second period began with the appointment of Royal Commission of 1850 and ended with the Cambridge University Act of 1877. During this period the scientific education got greatly strengthened. Britain government took the measuers such as investigation and legislation to govern the reform in ancient universities. At the same time, William Cavendish, seventh Duke of Devonshire, endows the University’s new Cavendish Laboratory for the study of experimental physics, which indicates the new era of teaching and research on Experimental physics.The rest part of the nineteenth century was the third period.This period had seen an accelerated rate of development in almost every direction. These changes began during a time when the central administration of the University was strengthened and extended by a series of small reforms which were to be fundamental to future changes. The managing function and financial situation of Cambridge got promoted University departments and research institutes were established as new areas of study developed, and with them new teaching courses were offered. Such developments as these showed an increasing awareness of the wider responsibilities of the University, denoting the breakthrough from classical education.Studying the changing course of Cambridge University from classical education to scientific education and thus learning from the meaningful historical Experiences, may enrich the study on Cambridge University. We could draw useful lessons from the study on British higher education history and thus contribute to the building of China’s first- class universities in the world.更多还原