公共英语五级阅读文章《现代美国大学》
我们都知道美国拥有许多世界一流的大学，这成为许多学子心心向往之地。那么，你了解美国的大学吗?下面，为大家送上一篇公共英语五级阅读文章，欢迎阅读。
Modern American Universities
Before the 1850's, the United States had 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.
Throughout Europe, institutions of higher learning had developed, bearing the ancient name of university. In Germany a different kind of university had developed. The German university was concerned primarily with creating and spreading knowledge, not morals. Between midcentury and the end of the 1800's, more than nine thousand young Americans, dissatisfied with their training at home, went to Germany for advanced study. Some of them returned 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 students learned to question, analyze, and conduct their own research.
At the same time, the new university greatly expanded in size and course offerings, breaking completely out of the old, constricted curriculum of mathematics, classics, rhetoric, and music. The president of Harvard pioneered the elective system, by which students were able to choose their own courses of study. The notion of major fields of study emerged. The new goal was to make the university relevant to the real pursuits of the world. Paying close heed to the practical needs of society, the new universities trained men and women to work at its tasks, with engineering students being the most characteristic of the new regime. Students were also trained as economists, architects, agriculturalists, social welfare workers, and teachers.
现代美国大学
19 世纪50年代以前美国有一些小的学院，大多数成立于殖民时期。它们是与教会挂钩的小机构，主要目的是培养学生的道德品行。
当时在欧洲各地，高等教育机构已经发展 起来，用的是一个古老的名称——大学。 德国已经发展出一种不同类型的大学。德国大学关心的主要是创造知识和传播知识，而不是道德教育。从世纪中叶到世纪末，有9000 多名美国青年因不满国内所受的教育而赴德深造。他们中的一些人回国后成为一些知名学府——哈佛、耶鲁、哥伦比亚的校长并且把这些学府转变成了现代意义的大学。新校长们断绝了和教会的关系，聘请了新型的教职员，聘用教授根据的是他们在学科方面的知识，而不是正确的信仰和约束学生的强硬手段。新的原则是大学既要传播知识也要创造知识。这就需要由学者型老师组成教工队伍。靠死记硬背和做练习来学习的方法变为德国式的讲解方法。德国式的讲解就是由教授讲授自己的研究课题。通过研究生性质的学习可以获得表明最高学术造诣的古老的德国学位——博士学位。随着讨论课制度的建立，研究生们学会了提问、分析以及开展他们自己的研究。
同时，新式大学学校规模和课程设置完全突破了过去那种只有数学、经典著作、美学和音乐的狭窄课程表。哈佛大学的校长率先推出选课制度，这样学生们就能选择自己的专业。主修领域的概念也出现了。新的目标是使大学对实际社会更有用。密切关注着社会上的.实际需求，新的大学着意培养学生解决问题的能力。工程系学生成为新式教育体制下最典型的学生。学生们还被培训成为经济学家、建筑师、农学家、社会工作人员以及教师。率先推出选课制度，这样学生们就能选择自己的专业。
附：公共英语五级阅读技巧之养成二次阅读习惯，培养逻辑推理能力
很多书上要求学生学会分析文章的结构，其实就是要求学生提高逻辑推理能力。在平时练习中，学生做完阅读，惟一可做的就是对答案，事实上，纠正答案后对文章的再次阅读往往至关重要。第一遍读文章时，我们应当模拟考试的紧张气氛，尽量高质快速。但，对完答案后，我们有充足的时间再次阅读文章。第二次阅读文章我们的目的不在是获取信息，而是把握文章的布局安排，分析作者的意图。我们必须带着思考再次阅读文章，问问自己以下问题：
如果自己写同样题目或题材的文章，会采取何种文章布局?如我们自己设想的布局与作者不同，那么具体不同之处在何处?这篇文章与以前读过的同体裁文章相比，有何特点?
也许有人会说，这样的训练不就成了精读课了吗?如果时间允许，二次阅读成了精读，又有何不可?讲求速度的范读是应试而用，要想真正培养逻辑推理能力，提高阅读水平，还非精读不可。文章的是永远读不完的，如果想着去读200篇各种模拟阅读题，倒不如踏踏实实读50篇历年真题。另外，地道的文章分析多了，对自己写文章布局谋篇也不无好处。
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