20xx届毕业论文工作表范例

湖 州 师 范 学 院

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                               文 学 院

毕业论文附属过程管理材料

(20##届)

专    业汉语言文学

学    号  08041106  

学生姓名   朱晶晶   

湖州师范学院教务处印制

   

1. 湖州师范学院本科毕业论文选题审批表

2. 湖州师范学院本科毕业论文任务书

3. 湖州师范学院本科毕业论文开题报告

4. 文献综述(前言、主题、总结、参考文献)

5. 外文原稿(复印件)与译文

6. 湖州师范学院本科毕业论文指导教师审阅表

7. 湖州师范学院本科毕业论文评阅人评阅表

8. 湖州师范学院本科毕业论文答辩记录表

9. 湖州师范学院本科毕业设计论文评分表

10. 本科生毕业论文诚信承诺书


湖州师范学院本科毕业论文选题审批表

毕业论文任务书

  

                                      指导教师签名          

                                          学生签名           

                                                       学院院长签名           


湖州师范学院毕业论文开题报告


湖州师范学院毕业论文文献综述


英文文献资料

The Idea of History

R. G. Collingwood

Abstract: Collingwood against the tendency of the line toward the natural sciences since the 19th century history, advocates history is the history of ideas. Historical object of thought; He pointed out that history is not "dead", but "living past"; knowledge of history is to be included in a repeat of past ideological thinking today, otherwise, they become "pseudo- concept of history. "
Key words: human sciences, positivism, philosophy of history
   The book is an attempt of the philosophy of history. "Philosophy of History," the name is created by Voltaire in the 18th century, he meant merely refers to the critical history of science, historians used to determine their own idea of ??a historical type of thinking, rather than duplicate in the ancient books found in the story. Hegel and other writers of the late 18th century also used the name; but they give it a different meaning, as it refers only to the general history or world history. Can be found in some 19th-century positivist third usage of the word: for them, history, philosophy is found to dominate the process of the general laws of the various events, and the duties of the history is to repeat these events.
Voltaire and Hegel combined in the history of "philosophy" of tasks, can only be history itself to fulfill; positivism trying to not come up with a philosophy of history inside, but come to an experience science, like meteorology. In all these cases, it is a dominated the philosophical concept of the historical and philosophical concepts; Voltaire, philosophy means that an independent and critical thinking; Hegel, philosophy means that the world as a whole to think about; in the 19th century positivism, philosophy means finding a unified law.
    I use the philosophy of history "and all of these different; in order to illustrate my understanding of it, I will first talk about my philosophical concept.
    The philosophy of reflection. Philosophical thinking mind, is not simply about an object; when it is thinking about any object, it is also always thinking of its own thinking on that object. Philosophy can be called the second level of thinking, that is thought about thought. For example, astronomy This case, found the distance of Earth to the Sun is the first level thinking tasks; and when we discovered the Earth to the sun's distance, we really do is the second level of thinking task, in this example, logic and the scientific theory of the task.
    What is the history, it is about what, how it is conducted, it is what to do with; to some extent, these are different people in different ways to answer the question. Despite the different, the answer is largely the same. If the answer is to focus on the set aside based on substandard evidence from things and to examine, so that consistency becomes more closely. History, theology and natural sciences, is a special form of thinking. Is this really the, the nature of this form of thought, objects, methods, and the value of a variety of problems, it must be qualified by the two people to be answered. In a sense, we are all today's historians. All educated people, have experienced a period including the educational process, including a certain number of historical thinking. But this does not make them are eligible to express their views on the nature of historical thinking, objects, methods, and value. First of all, they have obtained experience in historical thinking, perhaps very superficial: to establish the basis of opinion, not a person to establish the basis of a weekend visit to Paris on Frenchman opinion more. Secondly, no matter what the experience obtained through the same superficial usual educational channels, it is always outdated. Obtained the experience of thinking about history shaped by textbooks, and textbooks always describe is not a real life with the historians are now thinking of things, but real life sometime in the past the historian has been thinking the things, when the raw material being processed to create the textbook is from that which collected the And it is not just the kind of income textbooks had been through the results of the history of ideas. It is also the principle of historical thinking: the concept of the nature of historical thinking, objects, methods, and value. Third, this is all the knowledge will be obtained by the method of education with a special kind of illusion: the illusion that the ultimate conclusion. When a student no matter which subject is in the position of the statupupillari [students], he must believe that things are solved, because the textbooks and teachers regarded them as is the solution. From that state, he came out and personally continue to study this subject, he will find that nothing is solved. He would put aside the dogmatic, dogmatism is always a sign of immature never change. He wants to use a new vision to see the so-called facts. He said to himself: "My teachers and textbooks tell me that such and such is true; but it is really you? Have any reason to believe that it is true, these reasons are suitable for you?" On the other hand, If he is out of the status of students not to continue after the recourse to this subject, he can never make themselves get rid of dogmatic attitude. And this makes him a particularly unfit to answer the questions I have raised. For example, probably no one on these issues than a read Oxford University Bachelor of Arts degree in youth examination syllabus Oxford philosopher answered the worse, he was once a student of history, and that kind of naive thinking about history the experience made him qualified to say that history is what it is to talk about what, how it is conducted, it is to do with the.
    The bearer of the spiritual nature of humanity in the development of human history, severely criticized the traditional history scissors paste history, clip history, interpretation of historical data plus a few historians wrong attitudes and perspectives of the bacon type historians before this, before historians hopes that this historian the past to the point of view it seems fallacious and futile. Historians not only to knowing the facts of the past and want to know how to recognize and understand the facts of the past (the historical facts behind the thinking) – “all history is the history of ideas”.

英文文献中文翻译

 学号08041106   学生姓名 朱晶晶

来源:《历史的观念》

作者:柯林伍德

出版社:光明日报出版社

出版时间:20##年12月

历史的观念

柯林伍德

摘要:柯林伍德反对19世纪以来历史朝自然科学看齐的倾向,主张历史就是思想史。历史的对象就是思想;他指出,历史并不是“死掉的过去”,而是“活着的过去”;历史知识就是对被囊括于现今思想之中的过去思想的重演,否则,便成为“伪历史观念”。

关键词:人性的科学,实证主义,历史哲学

本书是历史哲学的一种尝试。“历史哲学”这一名称是伏尔泰在18世纪创造的,他的意思只不过是指批判的或科学的历史,是历史学家用以决定自己想法的一种历史思维的类型,而不是重复自己在古书中所找到的故事。黑格尔和18世纪末的其他作家也采用了这一名称;但是他们赋予它另一种不同的意义,把它看作仅仅是指通史或世界史。在19世纪的某些实证主义者那里可以找到这个词语的第三种用法:对他们来说,历史哲学乃是发现支配各种事件过程的一般规律,而历史学的职责则是复述这些事件。

  伏尔泰和黑格尔所加之于历史“哲学”的任务,只可能由历史学本身来履行;而实证主义者却在试图从历史学里不是得出一种哲学,而是得出一种经验科学,就像气象学那样。在所有这些事例中,它都是一个支配着历史哲学概念的哲学概念;对伏尔泰,哲学意味着独立的和批判的思想;对黑格尔,哲学意味着把世界作为一个整体来思考;在19世纪的实证主义,哲学意味着发现统一的规律。

  哲学是反思的。进行哲学思考的头脑,决不是简单地思考一个对象而已;当它思考任何一个对象时,它同时总是思考着它自身对那个对象的思想。因此哲学也可以叫做第二级的思想,即对于思想的思想。例如,就天文学这一事例而言,发现地球到太阳的距离乃是第一级思想的任务;而发现当我们发现地球到太阳的距离时我们到底是在做什么,便是第二级思想的任务了,在这个例子中即逻辑和科学理论的任务。

什么是历史学,它是讲什么的,它如何进行,它是做什么用的;这些在某种程度上都是不同的人会以不同的方式来回答的问题。尽管有不同,答案在很大程度上还是一致的。如果答案是着眼于抛开那些根据不合格的证据所得来的东西而加以查考,那么这种一致性就变得更紧密了。历史学,也像神学和自然科学一样,是思想的一种特殊形式。果真是这样,对这种思想形式的性质、对象、方法和价值的各种问题,就必须由具有两种资格的人来加以回答。在某种意义上,我们都是今天的历史学家。所有受过教育的人,都经历过一段包括有一定数量的历史思维在内的教育过程。但这并不能使他们都有资格对历史思维的性质、对象、方法和价值发表意见。因为首先,他们这样所获得的有关历史思维的经验,也许很肤浅:所以建立在这一基础之上的见解,就不会比一个人建立在一次周末参观巴黎的基础之上的对法国人的见解更有根据。其次,通过同样肤浅的通常教育渠道所获得的无论什么经验,总归是过时的。这样获得的历史思维的经验是按教科书塑造的,而教科书总是描述那些并非现实生活着的历史学家现在正在思想着的东西,而是过去某个时候现实生活着的历史学家所已经思想过的东西,当时原始材料正在被加工创造,而教科书便是从那里面收集起来的。而且它还不仅仅是那种在收入教科书中之时就已经过了时的历史思想的结果。它也是历史思想的原则:即有关历史思维的性质、对象、方法和价值的观念。第三,与此有关的就是会出现由教育方法所获得的一切知识都会带有的那种特殊的错觉:即最终定论的错觉。当一个学生在无论哪个题目上是处于statupupillari〔学生的地位〕时,他就必须要相信事物都是解决了的,因为教科书和他的教师都把它们看作是解决了的。当他从那种状态中走出来并亲自继续研究这个题目时,他就会发现没有什么东西是解决了的。他会抛开教条主义的,教条主义总是不成熟性的永远不变的标志。他要用一种新眼光来观看所谓的事实。他要对自己说:“我的老师和教科书告诉我,如此这般都是真的;但那是真的吗?他们有什么理由认为那是真的,这些理由合适吗?”另一方面,如果他脱离学生的地位后就不再继续追索这个题目,那么他就永远不能使自己摆脱教条主义的态度。而这就使得他成为一个特别不适宜回答我所提出的问题的人。例如,对这些问题大概没有人能比一个在青年时读过牛津大学文学士学位考试课程的牛津哲学家回答得更坏了,他曾经是学历史的学生,并且认为那种幼稚的有关历史思维的经验就使他有资格说历史是什么,它是讲什么的,它是如何进行的,它是做什么用的。

人性之于人类历史发展所承载的精神本质,严肃批评了传统史学中剪刀加糨糊历史学、剪贴历史学、史料加几句史学家诠释这种前培根式史学的错误态度和观点,之前史家所寄希望这种史学可以鉴往以看来的观点的谬误和徒劳无功。史家不仅要知其过去之事实,且要知道自己怎样认识和理解过去的事实(史实背后的思想)——“一切历史都是思想史”。

湖州师范学院本科毕业论文指导教师审阅表

湖州师范学院本科毕业论文评阅人评阅表

湖州师范学院本科毕业论文答辩记录表


湖州师范学院毕业论文评分表

学院:  文学院             班级: 080411           学号:  08041106

说明:毕业论文总成绩采用“结构分”,指导教师、评阅人、答辩小组的评分分别占30%、30%、40%;成绩等级分优秀(90-100)、良好(80-89)、中等(70-79、及格(60-69)、不及格(60分以下)。

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