英美大学文学理论课的兴起与发展
|
摘要
自新批评在英美大学兴起以来,西方文学研究出现了理论转向。20世纪70年代,文学理论课正式进入英美大学。文学研究从以往的"纯真阅读"转变为借助文学理论的批判式阅读。20世纪90年代至今,文学理论课的教学策略发生了一次大的转向,由"名词化策略"转为"问题化策略",即从强调文学理论课程以理解、记忆文学理论大家的经典理论观点为核心,转为以培养学生从文学中发现问题、解决问题的能力为重点,而非背诵、套用各种文学理论,教学方法也由灌输式转变为启发式。
Since the rise of new criticism in British and American universities,western literary study underwent a theory turn. Since the 1970 s the literary theories found their way to British and American universities. The study of literature turned from "innocent reading" to theory assisted critical reading. In the 1990,the way of teaching literary theory went through a new development,namely from "Nominalization" to "Problematization". Meanwhile,the teaching method changed from infusion to heuristic.
Since the rise of new criticism in British and American universities,western literary study underwent a theory turn. Since the 1970 s the literary theories found their way to British and American universities. The study of literature turned from "innocent reading" to theory assisted critical reading. In the 1990,the way of teaching literary theory went through a new development,namely from "Nominalization" to "Problematization". Meanwhile,the teaching method changed from infusion to heuristic.
引文
[1] Chambers,Ellie&Gregory,Marshall. Teaching and Learning English Literature[M]. London:Sage Publishing,2006.
[2] Charles E. Bressler. Literary Criticism:An Introduction to Theory and Practice[M]. Upper Saddle River:Pearson,2011.
[3] Rigby,Elizabeth. A Review of Vanity Fair and Jane Eyre[J]. The London Quarterly Review,1848(12):153-185.
[4] Duguid,S. The Humanities and Higher Education[J]. Canadian Journal of Higher Education,1984(1):41-58.
[5] Marx. Karl. Consciousness Derived From Material Conditions[G]//David Richter(ed.). The Critical Tradition:Classic Texts and Contemporary Trends. New York:Bedford,2007.
[6] Knights,Ben. Intelligence and Interrogation:the Identity of the English Student[J]. Arts and Humanities in Higher Education,2005(4):33-52.
[7] Campbell,Andrew. Teaching Literary Theory to Undergraduates:What Have We Learned?[J]. English,1997(06):131-159.
[8]保罗·弗莱雷.被压迫者教育学[M].顾建新,赵友华,何曙荣,等译.上海:华东师范大学出版社,2014.
[2] Charles E. Bressler. Literary Criticism:An Introduction to Theory and Practice[M]. Upper Saddle River:Pearson,2011.
[3] Rigby,Elizabeth. A Review of Vanity Fair and Jane Eyre[J]. The London Quarterly Review,1848(12):153-185.
[4] Duguid,S. The Humanities and Higher Education[J]. Canadian Journal of Higher Education,1984(1):41-58.
[5] Marx. Karl. Consciousness Derived From Material Conditions[G]//David Richter(ed.). The Critical Tradition:Classic Texts and Contemporary Trends. New York:Bedford,2007.
[6] Knights,Ben. Intelligence and Interrogation:the Identity of the English Student[J]. Arts and Humanities in Higher Education,2005(4):33-52.
[7] Campbell,Andrew. Teaching Literary Theory to Undergraduates:What Have We Learned?[J]. English,1997(06):131-159.
[8]保罗·弗莱雷.被压迫者教育学[M].顾建新,赵友华,何曙荣,等译.上海:华东师范大学出版社,2014.