| 1. | It is discussed that catholic education changes his knowledge structure and infuses him with advanced education ideology
教会教育改变了他的知识结构，并向他灌输了先进教育理念。 |
| 2. | So , can modem fujian church education produce those influences for the modern course of fujian modern society
那么，近代福建教会教育会对福建近代社会的现代化历程产生那些影响呢 |
| 3. | The catholic parochial education at the turn of the ming and qing dynasty emerged because of the christian dissemination in china for the third time
明清之际的天主教教会教育是基督教第三次在华传播的产物。 |
| 4. | The forbidding christianity policy and the protecting christianity policy were the outcome of christian dissemination in china for the fourth time
“禁教”政策和“护教”政策下的教会教育，是19世纪以降基督教第四次在华传播的产物。 |
| 5. | Most scholars have paid much attention to the study on the history of christianity in china , or church education , etc . , but few cast a glance on christian buildings
以往学者更多关注的是新教入华史、教会教育等方面的研究，而对教会的硬件设施教会建筑鲜有论及。 |
| 6. | But at last his attempt to emphasize both the west and the east failed , his school turned out to be a lineal christian school instead of an ideal mixture of some secular education
但“中西并重”的尝试终归于失败?现实的中西书院体制并没有向理想的中西书院体制?基督教世俗教育体制转换，而是向正统的教会教育体制回归了。 |
| 7. | Part three explored the principles of adjusting christian education proposed by burton commission : " being more efficient , more christianized , more chinese " , and gave a detailed introduction of suggestion of adjustment proposed by burton commission to christian universities
第三部分分析了“巴敦调查团”针对教会教育所提出的“更加有效率、更加基督化、更加中国化”的调整方针，并详细介绍了调查团对教会大学的具体调整建议。 |
| 8. | Based on the research into the parochial education in canton , hong kong and macao during the ming and qing dynasty , this dissertation is intended to explore the development history of parochial education over the long period from 1552 to 1911 . it is mainly divided into three correlated yet comparatively independent phases of development : ( 1 ) tolerating - christianity phase , which refers to the catholic education in macao during the years between 1552 and 1806 ; ( 2 ) forbidding christianity phase in the years between 1807 and 1842 , when the protestant education was carried on ; ( 3 ) protecting christianity phase ( 1842 - 1911 ) , when catholic and protestant education dominated under the treaty system after the opium war
长达三个半世纪( 1552 - 1911 )的教会教育发展史，以明清政府对基督教的不同政策和态度为主要依据，大致可以划分为三个相互联系又相对独立的发展阶段，即“容教”阶段( 1552 - 1806 ，以明清之际澳门的天主教教育为主) ， “禁教”阶段( 1807 - 1842 ，以嘉道年间的新教教育为主) ， “护教”阶段( 1842 - 1911 ，以鸦片战争后条约制度下的粤港澳天主教、新教教育为主) 。 |
| 9. | Meanwhile , through the detailed investigation and analysis into the two colleges - the western concord university and the national sichuan university , which are respectively the representatives of highest achievement in religious school building in chengdu , with the combination of the social and historical in modern china , and the imaginational on the architectural patterns , it tries to set forth realistically and completely the profound points resulted from the chengdu educational architectural culture patterns
同时，通过对两个分别是成都近代建筑中教会教育建筑和本土教育建筑中的最高成就的代表者? ?华西协和大学和国立四川大学进行细致的调查与分析，结合近代中国的社会历史背景，展开形态联想，力求全面、真实地阐述成都教育建筑文化形态产生的深层契机。 |
| 10. | After the opium war , parochial education was influenced by the releasing christianity policy and protecting christianity policy . in other words , the protestant education in canton strongly influenced . the catholic education in macao went on developing while the catholic education and the protestant education prospered side by side
鸦片战争后教会教育的兴办，受到了清朝对基督教被迫采取“驰禁”和“护教”政策的影响，具体而言，广东的新教教育影响较大，澳门的天主教教育持续发展，香港则是天主教、新教教育比翼齐飞。 |
