Profundidade regional: a opção HL
International Baccalaureate · IB Diploma · History · HL Tópico 4 5:18 Narração em inglês · Legendas em inglês + 中文 gravadas
Capítulos
Transcrição
In 1853 four American warships sailed into Edo Bay and demanded that Japan open its ports.
1853 年，四艘美国军舰驶入江户湾，要求日本开放港口。
Fifty years later Japan had a constitution, railways and a modern army, and had defeated China and Russia.
五十年后，日本有了宪法、铁路和现代军队，还打败了中国和俄国。
China faced the same pressure and also tried to reform, but in 1912 its last emperor gave up the throne.
中国面临同样的压力，也尝试改革，但 1912 年末代皇帝退位。
Why did two neighbours respond so differently?
两个邻国的反应为何如此不同？
Paper 3 is for higher level only.
试卷三只考高级。
You write three essays in two and a half hours, each out of fifteen: forty-five marks, thirty-five per cent of the grade.
两个半小时写三篇论文，每篇 15 分，共 45 分，占成绩的 35%。
They are marked like Paper 2, but examiners expect more precise regional detail and knowledge of how historians disagree.
评分方式与试卷二相同，但考官期待更精确的地区细节，以及对历史学家分歧的了解。
Schools choose one of four regions: Africa and the Middle East, the Americas, Asia and Oceania, or Europe.
学校从四个地区中选一个：非洲与中东、美洲、亚洲与大洋洲、欧洲。
Each has eighteen sections, and schools usually teach three in depth: for example, early modernisation in East Asia, from 1860 to 1912.
每个地区有十八个单元，学校通常深入讲授其中三个，例如 1860 至 1912 年东亚的早期现代化。
Depth means precision.
深度就是精确。
Japan modernised its army is Paper 2 level.
“日本实现了军队现代化”是试卷二的水平。
The 1873 conscription law replaced the samurai class with an army of ordinary men serving three years: that is Paper 3.
“1873 年征兵令以服役三年的平民军队取代了武士阶层”才是试卷三的水平。
Likewise, the 1889 constitution created an elected lower house, but kept the army under the emperor, not the cabinet.
同样，1889 年宪法设立了民选下院，但军队仍归天皇而非内阁统辖。
Use the same essay plan as Paper 2.
使用和试卷二相同的论文结构。
Spend about forty-five minutes on each essay, with five to plan.
每篇约四十五分钟，其中五分钟列提纲。
And choose the questions where your knowledge is deepest, not the ones that look shortest.
选择你知识最深入的题目，而不是看起来最短的题目。
Historiography is the study of how historians have written about the past.
史学史研究历史学家如何书写过去。
They disagree because they use different sources, ask different questions, and write at different times.
他们意见不一，是因为使用的史料不同、提出的问题不同、写作的时代不同。
In an essay, name the historian or school. State the interpretation in one sentence. Explain why it differs from others. Then use evidence to decide which view is more convincing. A list of names without your own judgement earns few marks.
在论文中，点出历史学家或学派的名字；用一句话陈述其解释；说明它为何与其他观点不同；再用证据判断哪种观点更有说服力。 只罗列名字而没有自己的判断，得分很少。
In 1853 Perry's warships forced Japan open.
1853 年佩里的军舰迫使日本开国。
In 1868 the Meiji Restoration ended the shogun's rule.
1868 年明治维新结束了幕府统治。
In 1873 came conscription, a national school system and a land tax.
1873 年实行征兵制、国民教育和地税改革。
The constitution followed in 1889.
1889 年颁布宪法。
Japan defeated China in 1895 and Russia in 1905, and annexed Korea in 1910.
日本于 1895 年打败中国，1905 年打败俄国，1910 年吞并朝鲜。
China's Self-Strengthening Movement, from 1861, built arsenals, shipyards and a navy.
中国的洋务运动从 1861 年起兴建兵工厂、船厂和海军。
In 1895 the navy was destroyed by Japan.
1895 年海军被日本摧毁。
The Hundred Days' Reform of 1898 was stopped.
1898 年的戊戌变法被叫停。
After the Boxer Uprising, the late Qing reforms abolished the exams in 1905, but in 1912 the last emperor abdicated.
义和团运动之后，清末新政于 1905 年废除科举，但 1912 年末代皇帝退位。
In 1898 the Guangxu Emperor, advised by Kang Youwei, ordered changes to the exams, schools and the army.
1898 年，光绪帝在康有为的建议下下令改革科举、学校和军队。
After one hundred and three days, the Empress Dowager Cixi stopped them.
一百零三天后，慈禧太后叫停了改革。
Why the difference?
为什么不同？
In Japan a new group of young leaders took control of the state; in China reform depended on the court, where Cixi held power.
在日本，一批年轻领导人掌握了国家；在中国，改革取决于朝廷，而慈禧掌权。
Japan was small and compact; China was huge, with weak control of the provinces.
日本小而紧凑；中国幅员辽阔，对各省控制薄弱。
Japan changed the whole state; China at first only added Western technology.
日本改造整个国家；中国起初只是引进西方技术。
And China suffered wars, a huge rebellion and indemnities.
中国还遭受战争、大规模叛乱和赔款。
John Fairbank and others in the 1950s and 60s saw China after 1840 mainly as responding to the Western impact, slowly, because its traditions resisted change.
费正清等人在 20 世纪五六十年代把 1840 年后的中国主要看作对西方冲击的回应，由于传统抗拒变化而反应迟缓。
Paul Cohen, in 1984, argued that this made China passive: many changes came from inside China, from population growth, local reformers and the provinces.
柯文在 1984 年提出，这种模式把中国看成被动的：许多变化来自中国内部，如人口增长、地方改革者和各省。
On Japan, some American historians in the 1960s presented Meiji Japan as a model of successful modernisation.
关于日本，一些美国历史学家在 20 世纪 60 年代把明治日本视为成功现代化的典范。
Marxist historians in Japan, the Kōza school, saw an incomplete revolution that built an authoritarian state and led to militarism.
日本的马克思主义历史学家（讲座派）则认为这是一场不彻底的革命，建立了威权国家并导向军国主义。
Later historians stressed that Tokugawa Japan already had high literacy and strong markets before 1868.
后来的历史学家强调，德川时代的日本在 1868 年以前就已有较高的识字率和发达的市场。
A worked plan.
一个提纲。
Thesis: to a large extent, but the court acted within limits.
论点：很大程度上是，但朝廷受到种种限制。
The court: Cixi ended the Hundred Days, and Self-Strengthening never changed institutions.
朝廷：慈禧终止了百日维新，洋务运动从未改变制度。
Limits: provincial officials such as Li Hongzhang controlled the new industries, and the Taiping war and indemnities left little money.
限制：李鸿章等地方官员控制新式工业，太平天国战争和赔款使财政拮据。
Counter: the reforms after 1901 were real.
反方：1901 年后的改革是真实的。
Judgement: the court's choices before 1900 were decisive.
判断：1900 年前朝廷的选择起了决定作用。
To finish: precise depth; historiography in four steps; the Japanese and Chinese timelines; the factors that explain the different results; and the debates, from Fairbank and Cohen to modernisation theory and the Kōza school.
总结：精确的深度；四步运用史学史；日本和中国的时间线；解释不同结果的因素；以及从费正清、柯文到现代化理论和讲座派的争论。