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美国学生历史(上下册)(英汉双语)pdf/doc/txt格式电子书下载

书名:美国学生历史(上下册)(英汉双语)pdf/doc/txt格式电子书下载

推荐语:

作者:(美)爱德华·钱宁,张存健译

出版社:天津社会科学院出版社

出版时间:2011-06-01

书籍编号:30137607

ISBN:9787806886854

正文语种:中英对照

字数:600000

版次:1

所属分类:外语学习-英语读物

全书内容:

美国学生历史(上下册)(英汉双语)pdf/doc/txt格式电子书下载








译者序


美国哈佛大学历史学教授爱德华·钱宁以其六卷本《美国历史》而著名,并获普利策历史奖。更令人尊敬的是,他专门为美国学生写作了一本美国历史教材,成为后来历史课本的写作标准。这便是呈现于读者面前的这套英汉双语版的《美国学生历史》。对中国学生来讲,这是一本值得推荐的读本,近年来参与中美文化交流的学者及一些历史学家均向我们推荐这本书。这部美国史,向我们讲述了美国的过去,更让我们深刻思考为何有美国的现在!


本书的翻译,时值赴美留学日益得到众多家长和学生关注且中美学生交流活动成绩不菲的形势,译者深感责任重大。从历史事件的选择和写作风格来看,本书原作者希望对美国时代文化心理结构的形成与合理性做出诠释,这既是译者的体会,也是读者要注意的一个倾向。为了系统把握全书内容,建议读者透过美洲的发现及早期殖民者与英国、荷兰、法国、西班牙等国家的纠葛认识美国殖民精神和民族意识的内涵,从而对美国当代的文化根基、国家制度、经济秩序及生产智慧等有相对客观的认识。笔者相信,从这个角度认识美国的历史积淀有助于对中美文化交流作出深入反思,有助于学生把握英语语系人民的思维方式,译者因此希望本书可以对学生赴美学习、生活有所帮助,对备考SAT的同学们来讲,这也是一套很价值的参考书。


在翻译本书过程中,本书出版策划人刘桦先生与天津人民出版社伍邵东先生给予了大力支持,译者在此谨向他们表示诚挚感谢。本书的翻译还得到毕节学院逻辑与文化研究中心的支持,再次谨向中心及中文系领导表示感谢。重庆大学李华参与本书第十一至十五章初稿翻译,全书由张存建统稿。


本书记述公元1000-1900年间发现美洲及建立美国的历史,由于存在地名演变,而国内关于这一时期美国历史的系统研究相对较少,因而译者在地名及历史人物名称翻译方面做了不少切磋,但译者是首次接触相关资料,译文仍会存在一些错误与欠妥之处,恳请读者提出批评教正。


张存建


于西南大学



译者简介:张存建,男,山东单县人,哲学博士,毕节学院中文系教师,主要研究教育逻辑学和语言逻辑,著有《逻辑的艺术》等。

PREFACE
前 言
The aim of this little book is to tell in a simple and concise form the story of the founding and development of the United States. The study of the history of one’s own country is a serious matter, and should be entered upon by the text-book writer, by the teacher, and by the pupil in a serious spirit, even to a greater extent than the study of language or of arithmetic. No effort has been made, therefore, to make out of this text-book a story book. It is a text-book pure and simple, and should be used as a text-book, to be studied diligently by the pupil and expounded carefully by the teacher.
Most of the pupils who use this book will never have another opportunity to study the history and institutions of their own country. It is highly desirable that they should use their time in studying the real history of the United States and not in learning by heart a mass of anecdotes,—often of very slight importance, and more often based on very insecure foundations. The author of this text-book, therefore, has boldly ventured to omit most of the traditional matter which is usually supposed to give life to a text-book and to inspire a “love of history”,—which too often means only a love of being amused. For instance, descriptions of the formation of the Constitution and of the struggle over the extension of slavery here occupy the space usually given to the adventures of Captain John Smith and to accounts of the institutions of the Red Men. The small number of pages available for the period before 1760 has necessitated the omission of “pictures of colonial life,” which cannot be briefly and at the same time accurately described. These and similar matters can easily be studied by the pupils in their topical work in such books as Higginson’s Young Folks’ History, Eggleston’s United States and its People, and McMaster’s School History. References to these books and to a limited number of other works have been given in the margins of this text-book. These citations also mention a few of the more accessible sources, which should be used solely for purposes of illustration.
It is the custom in many schools to spread the study of American history over two years, and to devote the first year to a detailed study of the period before 1760. This is a very bad arrangement. In the first place, it gives an undue emphasis to the colonial period; in the second place, as many pupils never return to school, they never have an opportunity to study the later period at all; in the third place, it prevents those pupils who complete this study from gaining an intelligent view of the development of the American people. And, finally, most of the time the second year is spent in the study of the Revolutionary War and of the War for the Union. A better way would be to go over the whole book the first year with some parallel reading, and the second year to review the book and study with greater care important episodes, as the making of the Constitution, the struggle for freedom in the territories, and the War for the Union. Attention may also be given the second year to a study of industrial history since 1790 and to the elements of civil government. It is the author’s earnest hope that teachers will regard the early chapters as introductory.
Miss Annie Bliss Chapman, for many years a successful teacher of history in grammar schools, has kindly provided a limited number of suggestive questions, and has also made many excellent suggestions to teachers. These are all appended to the several divisions of the work. The author has added a few questions and a few suggestions of his own. He has also altered some of Miss Chapman’s questions. Whatever there is commendable in this apparatus should be credited to Miss Chapman. Acknowledgments are also due to Miss Beulah Marie Dix for very many admirable suggestions as to language and form. The author will cordially welcome criticisms and suggestions from any one, especially from teachers, and will be very glad to recei

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