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      主頁:http://www.rwxy.tsinghua.edu.cn

      就業助理電話:62784666

       

       

       

      清華大學的前身是清華留美預備學校,創建于1911年,是用美國退還的“庚子賠款”余額建立起來的。1923年起籌辦大學部。1925年建立國學研究院,導師有王國維、梁啟超、陳寅恪、趙元任,講師李濟等,主任為吳宓。在開學日,吳宓闡述國學院宗旨,說:“惟茲國學者,乃指中國學術文化之全體而言,而研究之道,尤注重正確精密之方法(即時人所謂科學方法),并取材于歐美學者研究東方語言及中國文化之成績,此又本校研究院之異于國內之研究國學者?!蓖鯂S所開《古史新證》、梁啟超《歷史研究法》、陳寅恪《西人之東方學之目錄學》和趙元任的《現代語言學》、《方言學》等課程均顯示出借鑒西方現代科學方法重新闡釋中國傳統文化的鮮明特色。當時曾在國學院就讀的有王力、吳其昌、劉盼遂、姜亮夫等,清華國學院于1928年終結,時間很短,但為現代中國培養了一批善于用新思想治理國學的優秀人才,在我國學術史和教育史上享有崇高的地位。

       

      清華的大學部于1925年開始招收新生,1926年分設國文、西洋文學、歷史、哲學、經濟學、政治學、教育心理學和社會學系等系,1928年組成文學院。在教學方針上,與當時其他大學不同之點即多數系強調“中西兼重”原則,希望培養博通中外文史知識的通才。如中文系比較“注重新舊文學貫通與中外文學的結合”;外文系提出要培養“匯通東西之精神思想”的“ 博雅之士”;歷史系則提出“中外歷史兼重”;哲學系強調東西方哲學的相互闡釋;社會學系也主張學生應有廣博的基礎知識。為此,各系都十分重視外國語文的教學,例如中文系必修的外文課程約占全部必修課總額的五分之一(聯大以后有所削弱)。而學習外國語言及文化之目的則在于學習“西洋的方法”來“整理國故”,或創立新學派。與這種教學方針相適應,教師的學術研究也表現出現代釋古學的種種特色:如中文系主任朱自清強調兼取“京派與海派之長”追求宏觀上的開闊與微觀上的謹嚴,代表作是《詩言志辨》。聞一多以立論上的大膽與考證上的綿密見長,對上古神話研究及詩經、楚辭的研究既富于歷史感又具有鮮明的時代感。其它如楊樹達的漢字研究,俞平伯的紅樓夢研究,許維遹的管子、尚書研究和浦江清、余冠英的研究都顯示出開闊與謹嚴相結合的特色。外文系的突出實績是開拓了比較文學的教學與研究的先河。吳宓的《中西詩之比較》、瑞恰慈的《文學批評》、《比較文學》課程都對中國比較文學研究具有里程碑意義,特別是吳宓的《文學與人生》,在中西文化的“相互闡釋”方面有突破性貢獻。該系所培養的學生如吳達元、趙蘿蕤、季羨林、李賦寧等均為比較文學界之中堅,特別是錢鐘書,以其《談藝錄》和《管錐編》將現代釋古學提到了新的高度。哲學系強調橫切面的哲學問題的研究,強調論證、邏輯和概念分析,這些都是中國傳統所缺的,其中金岳霖的《邏輯》、《論道》和馮友蘭的《貞元六書》、《中國哲學史》影響較大;歷史學系在繼承國學院傳統倡導“新史學”的目標下,陳寅恪的《唐代政治史述編》和《隨唐制度淵源略論稿》、張蔭麟的上古史研究、雷海宗的通史研究、吳晗的明史研究都在學術界具有較大影響。研究者的見解和觀點盡管有所不同,但都注意對某一歷史現象找出它所以如此的時代和社會的原因。概括地說,清華文學院繼承和發展國學院時期的優良學風,在運用近代科學思想和方法闡釋中國傳統文化方面既能做到視野開闊,又不大而空;既立論謹嚴,又不拘泥細節,力求對中國歷史、文化現象做出既符合當時情況又富于時代色彩的解釋。

       

      清華文科師生有著優良的愛國、進步的革命傳統。早在五四運動時,聞一多曾貼出岳飛的《滿江紅》,以號召清華學子外抗強權,內除國賊;1926年“三·一八”抗議日本侵略者炮轟大沽口事件中英勇犧牲的韋杰三烈士系中文系學生;震撼全國的“一二·九”運動中的領導人與骨干蔣南翔、姚依林等均系文學院學生。在西南聯大時期和解放戰爭時期的學生運動中,清華文科師生都為爭取民族獨立和和平民主發揮了先鋒作用與橋梁作用,有些同志獻出了自己的寶貴生命。聞一多拍案而起,橫眉怒對反動派的手槍,寧肯倒下,不肯屈服;朱自清一身重病,寧肯餓死,不領美國救濟糧,顯示了中國知識分子不屈的斗爭精神和崇高的民族氣節。聞一多、朱自清是中國現代知識分子的榜樣,也是我校文科師生的光榮和驕傲。

       

      19521978年,伴隨國家院系調整,清華大學成為一所多科性工科大學,文科各系分別并入其他院校及學術研究機構。

       

      雖然清華大學的文科從建制上一度中斷,但前輩學者開創的優良學風和深厚人文底蘊仍然弦歌不輟、薪火相傳、歷久而彌新。1978年以來,清華大學先后恢復和建立了外語系、社會科學系、中國語言文學系、思想文化研究所、教育研究所、科學技術與社會研究室和藝術教育中心,在此基礎上199312月組建人文社會科學學院。經過復建以來的建設和發展,學院涵蓋文學、歷史學、哲學、法學、經濟學和管理學等全部文科學科門類,學科發展取得了令人矚目的成績,成為體現學校文科發展水平尤其是基礎文科實力的重要機構。

       

      20127月,人文社會科學學院撤銷,成立人文學院和社會科學學院。

       

      清華大學建設綜合性、研究型、開放式的世界一流大學,文科具有不可或缺的重要地位和作用。在清華大學的總體發展中,提出了加快發展文科的指導思想。人文學院努力從清華大學在國家的地位以及建設世界一流大學的整體目標出發,適應新世紀的經濟建設與社會進步對人才培養和人文學術的要求;遵循“古今貫通、中西融會、文理滲透、綜合創新”的學術范式,打好基礎,突出應用,注重交叉,形成特色;按照“有所為,有所不為”的原則,有重點分階段地進行學科建設。

       

      學院的學科專業涉及文學、歷史學、哲學等文科學科門類。有6個博士、碩士學位授予權的一級學科,1個碩士專業學位授予權的學科;4個本科專業:人文科學實驗班(含漢語言文學、歷史學、哲學專業方向)、英語專業、日語專業、漢語言文學專業;4個博士后流動站:哲學、中國語言文學、歷史學、外國語言文學;1個國家重點學科:專門史;3個北京市重點學科。學院現有教工180余人,其中教授75人、副教授72人、講師16人。目前在讀本科生1200余人,其中留學生約800人;碩士生約210人、博士生約210人;在站博士后20余人;每年在對外漢語中心學習中國語言文化的外國學生有1000余人。

       

      學院現有41中心20余個研究機構,學院承擔著《清華大學學報》(哲社版)核心刊物的編輯出版任務。近年來,學院共承擔包括國家社科基金項目重大招標項目、教育部人文社科重大課題攻關項目、國家科技支撐計劃等在研項目200余項,這些科硏項目在國家經濟、社會、文化建設中發揮了積極作用。近五年來,學院教師共出版各類著作200多部,發表論文上千篇,科硏成果多次獲得教育部、北京市等各類獎項。

       

      學院積極開展國內外學術合作和交流活動,與北美、歐洲、亞洲等許多國家和港澳臺地區有廣泛的學術交流和項目合作,近年來組織舉辦國際學術會議100余次。為適應社會需求,學院設有培訓部,進行學歷、非學歷等繼續教育培訓;每年學院受國家部委、地方政府及企事業單位委托,在校內外舉辦數十期研究生課程班、高級研討班、各類培訓班,受教育人數在1000人以上。

       

      進入新世紀以來,國際、國內形勢發生了深刻的變化,給人文學科帶來難得發展機遇的同時,也提出了嚴峻的挑戰和更高的要求。建設一流的文科是清華大學建設世界一流大學的重要組成部分,清華新百年伊始新成立的人文學院從清華大學建設世界一流大學的整體目標出發,適應新時期對學術研究和人才培養的要求,致力于傳承優秀傳統,把握時代和社會發展的新契機,以更加寬廣的視野和博大的胸襟開拓創新,全面推進學院的學術研究、隊伍建設、人才培養等方面的工作,為經濟和社會發展提供人才、思想和智力支持,力爭在影響時代潮流和引領人類文明發展方向上作出應有的貢獻。

       

       

      Founded in 1911 with part of the Gengzi indemnity returned by the U.S.A., Tsinghua University was initially a prep school whose students were to study in the U.S.A. after graduation. The University was founded in 1923, and the Institute of Chinese Studies in 1925, whose faculty included the Four Tutors, Wang Guowei, Liang Qichao, Chen Yinke, and Zhao Yuanren, and a couple of lecturers such as Li Ji and so on. Wu Mi was Director of the Institute, who had made clear the aims of the Institute in its cradle, "What I mean by Chinese studies refers to the entire Chinese scholarship and culture, and the way of research puts emphasis on the right and precise method, which is what people of today call scientific method. It also draws materials from European and American scholarship in Oriental languages and Chinese culture, which is where our Institute differs from other scholars in Chinese studies at home.' Wang Guowei's course "Ancient History and New Evidence," Liang Qichao’s "Method of Historiography," Chen Yinke’s "Bibliography of Western Sinology," Zhao Yuanren's "Modern Linguistics" and "Dialectology," and the like are all characterized by applying modern scientific methods of the West to the interpretation of traditional Chinese culture. At that time, Wang Li, Wu Qichang, Liu Pansui, Jiang Liangfu, and so on were students at the Institute. The Institute was closed in 1928, but in spite of that, it had educated a group of outstanding scholars who excelled at using new thinking in Chinese studies, and are in the front positions in the history of Chinese scholarship and education.

       

      The University at Tsinghua began to enroll students in 1925, and in 1926, the Departments of Chinese Language and Literature, Foreign Languages, History, Philosophy (changed to Philosophy and Psychology in the time of the National Southwest Associated University), and Sociology were set up, and the School of Literary Studies was founded in 1928.

      It followed a different education principle from other universities, and many departments stressed the importance of "studying both the Chinese and the Western," in the hope of bringing out graduates with a superior mastery of Chinese and foreign culture and history. For instance, the Chinese Department "gave emphasis to studying both the old and new literature, and Chinese and foreign literature," and the Department of Foreign Languages aimed to cultivate "gentlemen of erudition and distinction" "with a thorough knowledge of the Western mind," and the History Department "highlighted a balanced study in both Chinese and foreign history," and the Department of Philosophy underscored an interpretative relationship of mutual illumination between Eastern and Western philosophy, and the Department of Sociology insisted that its students have a broad knowledge. All the departments put foreign languages and culture at the center of their curriculum. For instance, one fifth of the required courses of the Chinese Department were courses in foreign languages and culture. The aim of studying foreign languages and culture lay in studying the "Western method” and using it on the redaction of ancient Chinese books, or starting a new school. In accordance with this education principle, the faculty's research reflected the characteristics of this modern hermeneutics in the interpretation of the ancient. For instance, Professor Zhu Ziqing, whose main work is On "Poetry Speaks One's Intention",  insisted on learning the best of the Beijing school and the Shanghai school alike to seek a broad perspective as well as the exactitude of textual criticism. Wen Yiduo was bold in raising questions, but conscientious in answering them, and his study of the mythology in archaic times, the Book of Poetry and Chuci is a blend of rich historical consciousness and the sense of urgencies in his day. The same is true of Yang Shuda's study of the Chinese language, Yu Pingbo's study of The Dream of the Red Chamber, Xu Weiyu’s study of Guanzi and Book of Documents, as well as Pu Jiangqing’s and Yu Guanying's works. The major achievement of the Department of Foreign Languages is to have started the teaching and research in comparative literature in China. The courses offered in the Department, such as Wu Mi's A Comparison of Chinese and Western Poetry, I. Richards's Literary Criticism and Comparative Literature, have become famous landmarks in the field of comparative literature in China, and particularly, Wu Mi's Literature and Human Conditions has made breakthrough contributions to the method of mutual illumination between Chinese and Western cultures. Graduates from the Department, such as Wu Dayuan, Zhao Luorui, Ji Xianlin, Li Funing, and so on have become the main force in the field of comparative literature, and a special mention should be made of Qian Zhongshu, who has elevated the modern Chinese hermeneutics to a new height with his On the Arts and Guan Zhui bian. The Department of Philosophy gave priority to a synchronical approach to philosophical issues, and foregrounded proof, logic, and conceptual analysis, which are where the Chinese tradition is weak. The most influential works are Jin Yuelin’s Logic and On the Way, and Feng Youlan's Six Books of the Zhenyuan Period and History of Chinese Philosophy. Pleading for New Historiography, the History Department inherited the legacy of the Institute of Chinese Studies and has brought out such important studies as Chen Yinque's A Political History of the Tang Dynasty and A Brief Study of the Origins of the Political Systems in the Sui and Tang Dynasties, Zhang Yinlin's studies of the history of archaic times, Lei Zonghai's study of the general history of China, Wu Han's study of the history of the Ming dynasty. Different as they were in their perspectives and conclusions, they did not fail to probe into the historical phenomenon to find out causes that were deeply rooted in its time and society. To sum up, Tsinghua School of Literary Studies has creatively inherited the splendid scholarship formed in the time of the Institute of Chinese Studies and, in its application of modern scientific thinking and methodology to the interpretation of traditional Chinese culture, it has never shied away from seeking a broad and solid perspective. It has shown prudence in establishing the thesis, but never allowing itself to be bogged down by pointless details, and it strove to provide an interpretation of Chinese history and cultural phenomena that faithfully reflected the reality and at one and the same time spoke for their time. Famous scholars who have taught in the School of Literary Studies include Wen Yiduo, Chen Yinke, Zhu Ziqing, Liu Wendian, Yu Pingbo, Pu Jiangqing, Wang Li, Yang Shuda, Chen Mengjia, Wang Yao(Department of Chinese Language and Literature); Wu Mi, Wang Wenxian, Ye Gongchao, Zhai Mengsheng, Winter, Ivor Armstrong Richards, William Empson, Qian Zhongshu (Department of Foreign Languages); Chen Yinke, Lei Haizong, Jiang Tingfu, Liu Chonghong, Zhang Yinlin, Wu Han, Zhou Yiliang(Department of History); Jin Yuelin, Feng Youlan, Shen Youding, He Lin, Zhang Dainian(Department of Philosophy); Chen Da, Pan Guangdan, Fei Xiaotong(Department of Sociology), Famous scholars, writers, and artists who attended the School of Literary Studies include Qian Zhongshu, Yang Jiang, Ji Xianlin, Zhao Luorui, Wang Yao, Lin Geng, Ji Zhenhuan, Fei Xiaotong, Cao Yu, He Zhaowu, Li Xueqin, Fu Xuanzong, He Bingdi, Duanmu Hongliang, Wu Dayuan, Wu Zuxiang. 

       

      The faculty and students in the humanities and social sciences at Tsinghua inherit a superior revolutionary tradition of patriotism and progress. As early as the May Fourth Movement, Wen Yiduo posted a ci poem "The River Is Red" by Yue Fei to call upon the students at Tsinghua to fight against the hegemonic power from abroad and expunge traitors at home. Wei Jiesan, a student in the Chinese Department, died a heroic death in the March 18 protest against the Japanese invaders who had fired cannons at Dagukou in 1926; Jiang Nanxiang and Yao Yilin, two students in the School of Literary Studies, were among the leaders in the December 9 Protest that had shaken the entire nation. Actively participating in the students movements during the period of the National Southwest Associated University and the Liberation War, the faculty and students in the humanities and social sciences at Tsinghua have played a pioneering role in the fight for the independence, peace, and democracy of our nation. Some of them sacrificed their precious lives. Wen Yiduo rose to his feet in anger, staring down the enemy who was holding a pistol at him, and would rather die than give in. Zhu Ziqing, seriously ill, chose to starve to death rather than take the American relief food. They all showed the unbending fighting spirit and noble patriotism of Chinese intellectuals. They have set good examples for contemporary Chinese intellectuals, and are the pride and honor of the faculty and students of our university. 

       

      From 1952 to 1978, Tsinghua University was a polytechnic institution as a result of the 1952 restructuring for higher education in China and its humanities departments being sent off to other universities and research institutions.

       

      Although the humanities programs were suspended for this period of time, the humanistic tradition and superior scholarship have persevered and remain as strong as before. Since 1978, Tsinghua University has either restored or founded the Departments of Foreign Languages and Literatures, Sociology, Chinese Language and Literature, the Institute of the Humanities, the Institute of Education, the Institute of Science, Technology and Society, and the Art Center. In December 1993, the School of Humanities and Social Sciences was formed, covering the entire range of disciplines in the humanities and social sciences, including literature, history, philosophy, law, economics, management, and so forth. The attainment has transformed the School into an important institution to demonstrate what the university has achieved in the humanities and social sciences, and particularly, in the humanities.

       

      The School was closed in July 2012, however, and in the meantime the School of Humanities and the School of Social Sciences were founded.

      In Tsinghua’s efforts to build itself into a comprehensive and open world-class research university, the humanities and social sciences plays an indispensable role. For the university, to accelerate the development of its programs in the humanities and social sciences is high on its agenda. Concentrating on the general goals of the university, the School of Humanities is trying very hard to fit its programs to the pace of economic and social progress in the new century. It adheres to the maxim:“Be conversant with the ancient and the modern, and versed in the Chinese and the Western; conjoin the humanities and sciences to innovate and make a difference.” The top priorities it upholds in the research and teaching are a solid foundation, practice and applications, and interdisciplinary blending. The research programs in the School cover many subjects of study, but it maintains the integrity of its programs and will have more tier-1 and tier-2 programs step by step.

       

      The disciplines in the School of Humanities include literature, history, philosophy, and the subjects they cover. Currently, the School has 6 Tier-1 Ph.D. and M.A. Degree programs, 1 M.A. Degree program, 4 Bachelor's Degree programs, 4 Postdoctoral programs, 1 national key program, and 3 key programs of Beijing. There are about 180 people on its faculty and staff, including 75 full professors, 72 associate professors and 16 lecturers. The current enrollment is about 1200 undergraduates, about 200 Master’s degree students, about 210 doctoral students, and over 20 postdoctoral fellows. Additionally, there are more than 1,000 international students who come to study Chinese language and culture at its International Chinese Language and Culture Center every year.

       

      The School has 4 departments, 1 center, and about 20 interdisciplinary research institutions. In recent years, the School has undertaken more than 200 research projects, most of which are National Social Sciences Fund key tender projects, Humanities and Social Sciences key projects funded by the Ministry of Education, projects in the National Science and Technology Pillar Program, and so forth. Through these research projects the School has made important contributions to the development of the economy, society and culture of the nation. In the past five years, the faculty members have published a few hundred books, over 1,000 research papers, with their research projects bringing many awards to the School from the Ministry of Education to the Municipality of Beijing. 

       

      The School also actively seeks academic collaboration with institutions at home and abroad, and has set up extensive academic exchange programs with institutions in countries in North America, Europe, and Asia, and with institutions in Hong Kong, Taiwan, and Macau, and has hosted more than 100 international academic conferences. To better serve the needs of the broad society, the School has set up a training section with degree and non-degree programs for continuing education. Every year it opens dozens of graduate classes, advanced seminars, and has trained over 1,000 people in training classes on commission of the ministries of the central government, local governments, and state and private companies. 

       

      Since the beginning of the new century, there have been many profound changes on the international and national levels, which have brought to the School hard-to-get opportunities for development, while at the same time, grave challenges and higher expectations. A world-class humanities program is intrinsic to a world-class Tsinghua University, and so the new School of Humanities at Tsinghua will try its best to meet the research and education requirements of the university, to be committed to carry on the superior tradition, to grasp the new opportunities for development, to push forward its research, faculty construction, and talent cultivation in order to provide solid support for the economic and social development of our nation, to make contributions worthy of its stature and a positive impact on our times, and to lead the development of human civilization.

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