古典教育与科学教育之争是19世纪英国高等教育的主要议题，对大学组织结构、管理制度以及学科知识的发展产生了深远的影响。但是以往我们侧重描述古典教育和科学教育之争的原因及其发展历程，对于知识的演进、科学知识究竟如何进入大学缺乏深入的探讨。而数学课程作为古典课程的组成部分和自然科学课程得以发展的基础，它的变革在19世纪剑桥大学课程改革中发挥了十分重要的作用，具有深刻的意义。因此，本研究选取数学课程为研究对象，采用文献分析法和个案研究法，在回顾分析数学在剑桥大学引入的原因、过程及其影响的基础上，试图回答数学课程在19世纪剑桥大学课程改革中所发生的变化及其所产生的意义这一研究问题。围绕这一问题，全文共分三章。第一章考察分析数学引入剑桥大学的原因。19世纪数学课程的发展离不开大学既有的知识传统和外部动力。自中世纪以来大学所形成的重视数学和自然科学的知识传统、18世纪之前大学对于牛顿数学的推崇为数学课程的变革奠定了坚实的基础。而来自于大学内外的指责和批评则无疑加速了大学课程改革的步伐。第二章考察分析数学引入剑桥大学的过程。分析数学在大学的发展经历了三个阶段。分析协会成员最早将分析数学介绍到大学当中，掀开了大学数学课程改革的序幕；在分析协会成员的共同努力之下，分析数学逐渐进入原有的课程体系当中；分析数学的引入迫使原有的数学课程发生变化，分析数学课程和原有的数学课程逐渐走向融合发展的趋势。第三章考察分析数学引入剑桥大学所带来的制度性的变更。即荣誉学位考试制度的变化。大学重视自然科学知识的传统和对数学知识的推崇促使数学荣誉学位考试制度确立；分析数学的引入推动了数学荣誉学位考试制度的变化；伴随着数学课程及其荣誉学位考试制度的变更，自然科学在大学兴起，自然科学荣誉学位考试制度随之建立。本研究最终梳理了数学课程在19世纪剑桥大学发展的路径及其所产生的影响，并由此引申，进一步反思数学课程的学科价值，以及自然科学课程进入大学的路径究竟如何。

The dispute between classical education and science education is the main topic of the 19th century. It has had a profound impact on the change of British higher education and the development of the disciplinary knowledge. However, we have focused on describing why it occurred and what have happened. We are less concerned about the evolution of scientific knowledge and how it enters the University of Cambridge. As part of the classical curriculum and the basis for the development of science courses, mathematics curriculum played a very important role in the Cambridge courses. So the main object of this study is mathematics. From the reasons of mathematics analysis been introduced, its evolution and its effect, the study tried to show the development of mathematics in the 19th century and its affect.Around this question, this paper consists of three chapters.ChapterⅠ analyses the reason why mathematics analysis has been introduced in the University of Cambridge. The development of the mathematics curriculum based on traditional knowledge and external power. The fact that the University highlights the importance of mathematics and natural science since the Middle Ages, highly respected to mathematics of Newton in 18th century , has laid on a solid foundation. The accusations and criticism from inside and outside of the University undoubtedly accelerate the pace of the curriculum’s reformationChapterⅡ describes the process of how mathematics analysis has been introduced in the University of Cambridge. It has gone through three phases. The Analysis Society introduced it to the University in the earliest time, which had been the prelude of mathematics reformation. Under the joint efforts of members from the Analysis Society, the mathematics analysis has been gradually introduced into the existing curriculum. This trend prompted the reformation of mathematics curriculum. The existing curriculum and the mathematics analysis turned to merge.Chapter Ⅲ describes what had happened after the mathematics analysis had been introduced, It is the change of Tripos. The higher development of natural science and mathematics bring the establishment of mathematical Tripos. The introduction of mathematics analysis pushes the existing Trios change. With the development of mathematics curriculum and Tripos, the natural science Tripos has been established. The knowledge of natural science rises.The study came out of the development path of mathematics curriculum in Cambridge University. Ultimately it will be necessary to rethink the values and significance of the mathematics curriculum.