创新背景

几个世纪以来，拉丁语构成了西方教育的支柱。在建筑、书籍、演讲等工作学习和日常生活中，拉丁语无处不在。文化经过时间沉积为根深蒂固的思维，研究拉丁语的意义不止在语言本身，更在于它背后的政治、文化、历史以及对现代社会的影响。

创新过程

哈佛大学教授Irene Peirano Garrison开发拉丁语散文写作课程的过程中发现，自哈佛大学成立以来，学生一直用拉丁语写作。研究拉丁语的语法和风格，不啻于溯源大学的历史，探索高等教育的发展历程。

原本的拉丁语教学一直以让学生们学会使用拉丁语为导向，拉丁语散文写作仿佛是一种非常老式的练习，阅读翻译西塞罗和凯撒等作家的作品段落。整理规划教学计划的过程中， Peirano Garrison发现拉丁语本身是一部复杂曲折的政治史，拉丁语教学不应该只为了让学生学会写作，更应该挖掘其中隐含的政治、性别、种族和宗教等历史与社会内容。

在研究教学计划的时候，研究员奖西塞罗、凯撒 等作家的作品段落和个人日记尽可能地找出来，让学生学习他们对所学知识的见解和想法，在帮助分析古代作品的风格、语法及翻译的同时可以了解文本如何记录关于身份和行为的无意识信息，然后根据当下的社会进行假设。
研究过程中发现，拉丁语的许多文本使用的措辞和语法常常将男性气质与力量，女性气质与美感、奴役与温顺联系起来。由于对学习者或教育结果的假设，语法的技术和事实主题具有浓厚的政治色彩。
新的教学方式将学生带离课堂，前往图书馆、档案馆和其他一些有铭文记录的地方，阅读过去的拉丁语资料。在新的学习环境中，学生自主分析拉丁语相关的经典研究论文，了解关于拉丁语教育价值的争论，从拉丁语出发探究一些争论的发生原因和历程，慢慢适应拉丁语背后的社会。

古典拉丁语教学植根于过去，但现在社会的许多问题与它息息相关，教育方式的改变令学生与经典作品深度接触，并了解它们与政治、文化、历史和社会之间的关系。

创新关键点

以过程为导向，将学生带出课堂去了解拉丁语背后隐含的社会和历史意义，促使学生敢于质疑探索经典文化，探究现代社会问题。

The process-oriented teaching of Latin helps to explore history and society

Harvard Professor Irene Peirano Garrison discovered in the course of developing a Latin prose writing course that students have been writing in Latin since Harvard's inception. Studying the grammar and style of Latin is nothing less than tracing the history of the university and exploring the development of higher education.

Original Latin instruction has always been oriented toward students learning to use Latin, and Latin prose writing seems to be a very old-fashioned exercise, reading passages that translate the works of writers such as Cicero and Caesar. In the process of planning the teaching plan, Peirano Garrison found that Latin itself is a complex and tortuous political history, and that Latin teaching should not only allow students to learn to write, but also explore the historical and social content of politics, gender, race and religion hidden in it.

When studying the teaching plan, the researcher Prize Cicero, Caesar and other writers to find out as many paragraphs and personal diaries as possible, so that students can learn their insights and ideas on what they have learned, and while helping to analyze the style, grammar and translation of ancient works, they can understand how texts record unconscious information about identity and behavior, and then make assumptions based on current society.

The course of the study found that many texts in Latin used wording and grammar often associated masculinity with power, femininity with beauty, slavery with meekness. Due to assumptions about learners or educational outcomes, the technical and factual themes of grammar have a strong political overtone.

The new teaching method takes students out of the classroom and into libraries, archives, and other places with inscriptions to read Latin material from the past. In the new learning environment, students independently analyze Latin-related classical research papers, understand the debate on the educational value of Latin, explore the causes and processes of some controversies from Latin, and slowly adapt to the society behind Latin.

Classical Latin teaching is rooted in the past, but many of the problems of today's society are closely related to it, and the change in educational methods has brought students into deep contact with the classics and their relationship with politics, culture, history and society.