英美文學(xué)課教學(xué)改革與學(xué)生自主學(xué)習(xí)能力的培養(yǎng)_英美文學(xué)論文

1、英美文學(xué)課教學(xué)改革與學(xué)生自主學(xué)習(xí)能力的培養(yǎng)_英美文學(xué)論文     精品學(xué)習(xí)網(wǎng)教育體制論文頻道為您提供英美文學(xué)課教學(xué)改革與學(xué)生自主學(xué)習(xí)能力的培養(yǎng)相關(guān)文章 ，敬請關(guān)注。這是關(guān)于英美文學(xué)課教學(xué)改革的一篇范文，供您學(xué)習(xí)參考，祝您工作愉快。英美文學(xué)課作為高校英語專業(yè)高年級學(xué)生的專業(yè)必修課，其意義和作用在于通過閱讀和分析英美文學(xué)作品，深化學(xué)生在基礎(chǔ)階段所學(xué)的知識，提高學(xué)生語言的運(yùn)用能力，增強(qiáng)對西方文學(xué)及文化的了解，培養(yǎng)學(xué)生的文學(xué)鑒賞力和審美的敏感性，以及敏銳感受生活、認(rèn)知生活的能力，進(jìn)而從整體上促進(jìn)其人文素質(zhì)的提高。隨著時代的前進(jìn)，現(xiàn)代社會已發(fā)展成一個環(huán)境復(fù)雜、文化

2、多元的社會。它要求人們具有獨(dú)立思維的能力以及解決問題的能力，也就是說，弘揚(yáng)人的主體性是我們這個時代發(fā)展的主旋律，因此在課堂教學(xué)過程中，讓學(xué)生成為教學(xué)的主體是現(xiàn)代教學(xué)改革的必然發(fā)展趨勢。更重要的是培養(yǎng)學(xué)生的自主學(xué)習(xí)能力。不言而喻，英美文學(xué)課憑借其得天獨(dú)厚的人文學(xué)科的優(yōu)勢，應(yīng)該成為培養(yǎng)學(xué)生獨(dú)立思考和創(chuàng)造性思維能力的最佳平臺。然而我國傳統(tǒng)的英美文學(xué)課教學(xué)的主要模式是“教材+黑板+粉筆”的“填鴨式”教學(xué)。這樣就抑制了學(xué)生主觀能動性的發(fā)揮，不能有效地指導(dǎo)學(xué)生對文學(xué)作品進(jìn)行深入、復(fù)雜的富有想象力和創(chuàng)造性的思考，而文學(xué)作品中固有的智慧、感情、經(jīng)驗、原創(chuàng)力、想象力、生命思想以及審美意識，都在這刻板、僵化的模式

3、教學(xué)中漸漸喪失，學(xué)生的自主性受到嚴(yán)重的壓抑和損害。另外，該課程由于歷史跨度大，文學(xué)流派多，作家的風(fēng)格也紛繁多樣，再加上課時少，其結(jié)果可想而知。經(jīng)過一兩年的學(xué)習(xí)，學(xué)生只能記住課堂上討論過的作家名字、作品梗概，但整體印象只是模糊一片。隨著我國素質(zhì)教育的全面推進(jìn)，高校教學(xué)中這種“灌注式”的單一教學(xué)模式日益暴露出它的局限性。那么如何調(diào)動學(xué)生的積極性，使英美文學(xué)課成為培養(yǎng)學(xué)生的自主學(xué)習(xí)能力以適應(yīng)未來社會發(fā)展需要的一門課，成為教師們努力的方向。我們經(jīng)過幾年的摸索實踐，作了以下嘗試。一、進(jìn)行研討式教學(xué)，促進(jìn)學(xué)生的主動思維為了改變以往教師“一言堂”的授課形式，我們開展了有的放矢的課堂專題討論，針對某一作家的某

4、一方面鼓勵學(xué)生調(diào)查研究，進(jìn)行發(fā)散式的思維，鼓勵學(xué)生發(fā)表個人獨(dú)到的見解和學(xué)生相互之間的討論，使每個學(xué)生都積極參與到文學(xué)教學(xué)課堂中來。就文學(xué)而言，它不僅僅是語言藝術(shù)的形式，從更深更廣的意義上講，它是復(fù)雜的社會生活的濃縮。而文學(xué)作品則是作者對人生的體驗、感受和思考的記錄。作為讀者的學(xué)生只有把個人對生活的體驗和感受投入到作品里面與作者交流，才能達(dá)到對作品的真正理解，實現(xiàn)與作者的交流。因此我們教師在授課時采取啟發(fā)和引導(dǎo)的方式，喚起學(xué)生的參與熱情，調(diào)動學(xué)生的情感反應(yīng)，讓學(xué)生設(shè)身處地去感受體驗，強(qiáng)調(diào)培養(yǎng)學(xué)生獨(dú)立開展研究工作的能力，而不是一味地進(jìn)行理性的抽象與概括，搞統(tǒng)一理解模式和死記硬背。這樣，在使學(xué)生切身

5、感受語言大師們的語言藝術(shù)、學(xué)習(xí)鞏固語言知識的同時，也讓他們學(xué)會從文學(xué)作品中認(rèn)識社會體驗人生，進(jìn)一步提高學(xué)生的欣賞能力。例如在講授18世紀(jì)英國文學(xué)時，我們采取教師引導(dǎo)，學(xué)生獨(dú)立思考和發(fā)現(xiàn)的做法。我們知道英國文學(xué)這一時期的主要成就是浪漫主義詩歌。浪漫主義文學(xué)流派突出強(qiáng)調(diào)作家的想象力，歌頌大自然，反對理性。作品的寫作風(fēng)格往往采用夸張、象征和比喻的手法。該時期的文學(xué)又分為積極浪漫派和消極浪漫派。前者以雪萊(PercyByssheShelley)為代表。他的作品肯定文學(xué)的社會作用和教育意義，并強(qiáng)調(diào)文學(xué)和現(xiàn)實的關(guān)系。其詩作到處洋溢著浪漫的樂觀主義精神，表達(dá)了詩人對未來和革命最后必勝的堅定信念；后者以湖畔派

6、詩人華茲華斯（WilliamWordsworth）為代表，他的作品主要描寫神秘而離奇的宗法式農(nóng)村生活和自然風(fēng)光等遠(yuǎn)離現(xiàn)實的題材。若按照傳統(tǒng)的授課方式講授這一部分內(nèi)容時，教師會將所有的內(nèi)容一字不漏地講給學(xué)生聽，其結(jié)果可想而知，既不利于調(diào)動學(xué)生積極性，也不利于學(xué)生的自主學(xué)習(xí)以及學(xué)生創(chuàng)新思維的開發(fā)。在實際教學(xué)中，教師先把這一時期大的背景知識交代給學(xué)生，然后讓學(xué)生直接從這兩位詩人的作品中自己去發(fā)現(xiàn)總結(jié)二者的異同。這種做法大大提高了學(xué)生的學(xué)習(xí)積極性，同時也培養(yǎng)了他們分析問題的能力。值得一提的是，教師在教學(xué)中，指導(dǎo)學(xué)生運(yùn)用正確的方法將自己在文學(xué)作品鑒賞過程中獲得的對作品的理解用文字表達(dá)出來，以深化對文學(xué)作

7、品的理解。這樣做又培養(yǎng)了學(xué)生的鑒賞力以及書面表達(dá)能力。二、有效滲透現(xiàn)代文學(xué)理論，提高學(xué)生認(rèn)知水平學(xué)習(xí)英美文學(xué)，了解西方文化，實際上不僅僅要了解西方的文學(xué)藝術(shù)，禮儀習(xí)俗，更要了解西方的心靈史和思想史。因此。我們在英美文學(xué)教學(xué)實踐中，通過具體文本分析，把現(xiàn)代西方文藝?yán)碚撚袡C(jī)地滲透進(jìn)去，讓學(xué)生更深入透徹地理解作品的精髓和要旨，并指導(dǎo)他們自己加以運(yùn)用。我們知道，要深入理解英美文學(xué)作品，就必須了解一些西方哲學(xué)理論和心理學(xué)觀點(diǎn)。如弗洛伊德的心理分析、意識分層、達(dá)爾文的進(jìn)化論以及薩特的存在主義等。傳統(tǒng)意義上的文學(xué)研究是社會歷史研究方法，注重的是人物分析、主題分析，而興起于20世紀(jì)下半葉的文藝?yán)碚撛谝欢ǔ潭壬?/p>

8、極大地推動了文學(xué)自身的發(fā)展，同時也為我們讀者理解文學(xué)作品提供了不同的認(rèn)知方式，讀者可以利用諸如結(jié)構(gòu)主義、形式主義、新歷史主義、女性主義和后殖民主義等當(dāng)代文學(xué)批評方法解讀作品。多元的西方文化及其流派體現(xiàn)了西方多元的思維方式和學(xué)術(shù)界的思辨?zhèn)鹘y(tǒng)，盡管這些流派都有其無法克服的弱點(diǎn)，有的流派甚至走向極端，但是對它們的了解和掌握既可以開拓我們的思維空間，使我們對文學(xué)的掌握和講授獲得更多的張力，同時也拓寬了學(xué)生的眼界。毫無疑問，在英美文學(xué)中運(yùn)用文論教學(xué)可以教會學(xué)生一種認(rèn)知方式，一種文學(xué)的鑒賞方法。古人云：“授人魚，不如授人以漁”。因此教師通過借鑒不同的文藝批評理論，采用文本分析的方法對某個作家作品進(jìn)行個案分

9、析與研究的同時也為學(xué)生提供了新的閱讀視角，培養(yǎng)一種新的思維模式，而這也正是提 （，。）文學(xué)教學(xué)的目的所在。精品學(xué)習(xí)網(wǎng)教育體制論文頻道為您提供英美文學(xué)課教學(xué)改革與學(xué)生自主學(xué)習(xí)能力的培養(yǎng)相關(guān)文章 ，敬請關(guān)注。這是關(guān)于英美文學(xué)課教學(xué)改革的一篇范文，供您學(xué)習(xí)參考，祝您工作愉快。請繼續(xù)學(xué)習(xí)英美文學(xué)課教學(xué)改革與學(xué)生自主學(xué)習(xí)能力的培養(yǎng)點(diǎn)擊下一頁 精品學(xué)習(xí)網(wǎng)教育體制論文頻道為您提供英美文學(xué)史相關(guān)文章 ，敬請關(guān)注。這是關(guān)于英美文學(xué)史論文的一篇范文，供您學(xué)習(xí)參考，祝您工作愉快。Abstract:America's history of literature began with the swarming

10、in of immigrants with different background and cultures. After that, American literature had been greatly influenced by the European culture for a long period. It was not until America's independence, did Americans realized that they need national literature strongly, and American literature beg

11、an to developed. The Civil War was a watershed in the history, after which American literature entered a period of full blooming. Romantics, which emphasized inpidualism and intuition and Tnscendentalism represented by Emerson came out into being. This was an exciting period in the history of Americ

12、an literature. Like the flowers of spring, there were suddenly many different kinds of writing at the same time. They have given depth and strength to American literature, and accelerated the forming of High Romantics. But due to the influence of Civil War, the American society was in a turbulent si

13、tuation. The writings about local life, critical realism and unveiling the dark side of the society were increased. After The First World War, Americans were at a loss postwar, and the Modern American literature began.My piece of paper is written in chronological order as these periods developed in

14、order to have a clear outline of its progress.American is a multi-national country. Just like a big container, which put in various kinds of elements. Different cultures, that can not only be co-existed but also form a sharp contrast, mixed together, It makes American literature style has a flavor o

15、f distinct and various aesthetic feeling. Many writers come from lower level, which makes American literature has the rich flavor of life and local color. Furthermore, many new styles of literature in the world are oriented in America ,英美文學(xué)課教學(xué)改革與學(xué)生自主學(xué)習(xí)能力的培養(yǎng)_英美文學(xué)論文(3) since 20th century.The process o

16、f American literature can be pided into following main periods: Colony and Puritan literature; early national literature; latter national literature and Modern literature.America's history of literature began with the swarming in of immigrants with different background and cultures. After that,

17、American literature had been greatly influenced by the European culture for a long period. It was not until America's independence, did Americans realize that they need national literature strongly, and American literature began to develop. The Civil War was a watershed in the history, after whi

18、ch American literature entered a period of full blooming. Romantics, which emphasized inpidualism and intuition，and Tnscendentalism represented by Emerson came out into being. This was an exciting period in the history of American literature. Like the flowers of spring, there were suddenly many diff

19、erent kinds of writing at the same time. They have given depth and strength to American literature, and accelerated the forming of High Romantics. But due to the influence if Civil War, the American society was in a turbulent situation. The writings about local life, critical realism and unveiling t

20、he dark side of the society were increased. After The First World War, Americans were at a loss postwar, and the Modern American literature began.1. Colonial and early American literature(1). Travelers and ExplorersWhen the European explorers first came to this new continent, the native Indians who

21、probably got here from Asia about fifteen thousand years ago were still in origin, and they even had no written language, “The traditional literature was originally transmitted almost entirely by word of mouth, and therefore belongs to the category of oral literature,” (Wu Dingbo, 1) As time past, m

22、ore and more travelers and explorers swarmed in. They wrote a lot of diaries、letters, and travel accounts to describe the new land as second Eden. No wander somebody said that the earliest American literature were the travel accounts written by European adventurers. Among the most remained were Capt

23、ain John Smith's True Relation of Virginia (1608), and Description of New England (1616).Although most of the Indian history was preserved in tales and songs, they had thoughts about life and nature. They loved the natural world around them deeply, and they believed that when a person was dead,

24、he would give back what had borrowed while he was alive to nature. This kind of philosophy had influenced later or even modern American writers. It's interesting that when we look at the literature of the Puritans, the Transcendentalists, the Naturalists, and even the Moderns, when we read Anne

25、Bradstreet, Emily Dickinson, Stephen Crane, and Ernest Hemingway, we can ,英美文學(xué)課教學(xué)改革與學(xué)生自主學(xué)習(xí)能力的培養(yǎng)_英美文學(xué)論文(4) find similar themes.(2) Pilgrim settlementsSeveral years later, another group of settlers also arrived in the New World. This group was looking for the Jamestown settlement. However, because of

26、bad navigation, they landed in Massachusetts. They were also coming to the New World with dreams of success, but their goal was different from the Jamestown settlement. They wanted to start a new world governed by the Bible. They were called Puritans because they wanted to live a better life by maki

27、ng themselves pure. They first arrived on the Mayflower and settled in Plymouth. This is the group we are usually thinking about when we talk about the "first Americans."The clearest history of their journey to the New World can be found in History of Plymouth Plantation (1608) written by

28、William Bradford, who was also one of the Mayflower passengers. The History of Plymouth Plantation is a Puritan book in the best sense. “It's loosely annalistic, but a direct and simple style gives charm, as a sincere faith in Puritanism gives purity, to the entire book.” (W. P. Trent, 1997)The

29、Puritans had several kinds of literature. By far the most common form is the writing related to Biblical teachings, or sermons, that the church leaders wrote. The Puritans believed that they were in the New World because God had brought them there for a special purpose. They thought that by studying

30、 the Bible they could learn more about this way of life. So they were very strict to their life, and they didn't allow any kind of entertainment even in literature. That's way Wu Dingbo said in his book “Literature of the New England Settlement is mainly a literary expression of the Puritan

31、idealism” and “The literature of the colonial settlement served either God or colonial expansion or both.” (Wu Dingbo, 4)Another important form of writing from this period is the histories. These books, like Bradford's History of Plymouth Plantation, are important because they tell us about life

32、 at the time of the Puritans.People also wrote many poems. But a lot of works were hidden and lost because people often considered poetry to be an inferior form of writing and not totally acceptable to Puritan thinking.One of the most significant poets from this period was Anne Bradstreet (1612-1672

33、). Her poems in Tenth Muse Lately Sprung Up In America (1650) reflected the con concerns of women who came to settle in the colonies, and in all her poems, however, she shows her s ,英美文學(xué)課教學(xué)改革與學(xué)生自主學(xué)習(xí)能力的培養(yǎng)_英美文學(xué)論文(5) trong belief in God.2. 18th centurythe Age of reason(1) The Age of reasonIn the 18th c

34、entury, people believed in man's own nature and the power of human reason. With Franklin as its spokesman, the 18th century America experienced an age of reason.Words had never been so useful and so important in human history. People wrote a lot of political writings. Numerous pamphlets and prin

35、tings were published. These works agitated revolutionary people not only in America but also around the world.Among the most renowned was the work Common Sense (1776) of Thomas Paine (1737-1809). It's the ringing call for the decoration of liberty. He also wrote Crisis (1774-1783) and The Age of

36、 Reason (1794-1796), according to Wu, “He thought that religion should be based on rational, reasonable ground. ” (Wu Dingbo, 12) The pamphlets helped complete the debate that resulted in America's separation from England.And of course for all the Americans, the most important document from this

37、 period was a single sheet of paper called The Declaration of Independence (1776), mainly written by Thomas Jefferson and Benjamin Franklin.Benjamin Franklin (1706-1790), the most distinguished person and giant in American history, he wrote and worked for American independence hardly and had made so

38、 many great efforts to America that he has been called "The First American." a world-renowned scientist, diplomat, philosopher, and writer. He perfected the smooth, clear, short sentences of the Puritan plain style. His Autobiography encourages hard work and emphasizes the importance of ac

39、hievement. Another work that is well known is Poor Richard's Almanack, and many of the sentences have become popular quotations.During this time writers thought that the truth should be relied on Bible, churchmen, authorities, or practice and experience. 精品學(xué)習(xí)網(wǎng)教育體制論文頻道為您提供英美文學(xué)史相關(guān)文章 ，敬請關(guān)注。這是關(guān)于英美文學(xué)

40、史論文的一篇范文，供您學(xué)習(xí)參考，祝您工作愉快。請繼續(xù)學(xué)習(xí)英美文學(xué)史點(diǎn)擊下一頁 例如我們教師在講解美國作家霍桑的短篇小說年輕人古德曼·布朗（YOUNGGOODMANBROWN）時，就依托弗洛伊德的心理分析理論來分析這個短篇。一個在村民眼里以及妻子費(fèi)思（忠實）的心目中既善良又虔誠的年輕人布朗離開新婚妻子，在森林里與魔鬼度過了一個晚上。這個故事反映了弗洛伊德有關(guān)力比多（Libido）的過度壓抑及“超我”的絕對發(fā)展的危險。在清教徒的意識里，“自然”與“罪惡”是同義詞，人一生下來就是有罪。所以他一直被告誡要面對內(nèi)心世界和外在世界的現(xiàn)實，要想辦法脫離罪惡。因此，他的自然沖動觸到了清教的禁忌，于是

41、被壓抑并被釋放在夢中。這正符合了弗洛伊德關(guān)于夢象征著愿望的實現(xiàn)。因此我們看到運(yùn)用弗式理論中的本我、自我和超我的劃分以及夢境的闡釋對分析理解該文本的心理提 （，。）層面具有很大的幫助。另外教師還可以從形式主義理論入手，分析這個短篇中的意象象征及模糊含義或利用原型批評理論或其他的理論來闡釋?？偠灾?，不同理論為學(xué)生提供了從不同角度來賞析同一部作品，這不僅激發(fā)了學(xué)生對文學(xué)的濃厚興趣，而且他們會在不同的思維方式和審美體驗中收獲快樂，獲得啟迪，從而在更高的層次上引導(dǎo)學(xué)生的專業(yè)學(xué)習(xí)，培養(yǎng)他們的創(chuàng)新能力和科研能力。三、充分利用現(xiàn)代教育技術(shù)手段，全面提升教學(xué)效果隨著科學(xué)技術(shù)的突飛猛進(jìn)，多媒體技術(shù)和網(wǎng)絡(luò)技術(shù)有如

42、雨后春筍迅速發(fā)展，隨著辦學(xué)條件的不斷改善，各高校已充分注意到利用現(xiàn)代科技手段提高教學(xué)水平的重要性。在教學(xué)中運(yùn)用多媒體技術(shù)已成為高等教育的發(fā)展趨勢。英美文學(xué)課信息量大，理論色彩濃厚，而且還具有很強(qiáng)的形象性，再加上大量的文學(xué)名著已被拍成了電影，錄制成了錄像帶或光碟，這一切都使得文學(xué)教學(xué)中大量采用多媒體教學(xué)成為可能。在教學(xué)實踐中，教師利用網(wǎng)絡(luò)、多媒體和影像資料等手段進(jìn)行備課、上課、和課后檢查輔導(dǎo)，取得了良好的效果。我們的具體做法是教師在課前準(zhǔn)確把握和分析教學(xué)目標(biāo)及教學(xué)內(nèi)容，充分準(zhǔn)備和設(shè)計信息資源，對網(wǎng)絡(luò)信息進(jìn)行篩選、整理和提煉，然后利用計算機(jī)技術(shù)制作好相應(yīng)的電子課件。在課堂上，教師可以根據(jù)需要穿插介紹背景及知識點(diǎn)，放映名著片斷，設(shè)計問題