第一篇：英美文學(xué)教育助力大學(xué)生素質(zhì)培養(yǎng)

李旭中：英美文學(xué)教育助力大學(xué)生素質(zhì)培養(yǎng)

隨著我國經(jīng)濟(jì)社會的發(fā)展，加強(qiáng)學(xué)生的思想道德教育、進(jìn)一步推進(jìn)素質(zhì)培養(yǎng)，已經(jīng)成為新時(shí)期高校教育的主要特點(diǎn)之一。高校英語專業(yè)英美文學(xué)課程以提高學(xué)生的人文素質(zhì)為宗旨，以培養(yǎng)學(xué)生的認(rèn)知能力、創(chuàng)新能力和實(shí)踐能力為重點(diǎn)，既訓(xùn)練學(xué)生的語用技能、專業(yè)素質(zhì)，也能夠豐富學(xué)生的人文學(xué)科知識、健全學(xué)生的思想人格。所以，各高校應(yīng)高度重視英美文學(xué)課程在培養(yǎng)學(xué)生道德素質(zhì)方面的積極作用，把樹立堅(jiān)定正確的政治方向放在高校學(xué)校工作的首位，全面豐富學(xué)生的人文學(xué)科知識，為學(xué)生身心全面發(fā)展鋪平道路。

英美文學(xué)教學(xué)對學(xué)生人格品質(zhì)養(yǎng)成具有積極作用

文學(xué)是一種寶貴的資源、財(cái)富和修養(yǎng)，文學(xué)作品中不僅蘊(yùn)含著對人類自身生存狀態(tài)的認(rèn)識和反思，也包括了對人類心靈豐富性和精神面貌的認(rèn)識，更是對人類生存狀態(tài)的不斷考問，是對真、善、美的追求。英美文學(xué)教學(xué)不僅具有人文教育功能，而且通過展示作家本人對于社會和人生的思考，對培養(yǎng)學(xué)生的英語水平、文化修養(yǎng)和審美情趣，增強(qiáng)跨文化交際意識和文化鑒賞能力具有不可替代的作用。隨著其作用越來越多地被廣大高校教育界人士所認(rèn)可，英美文學(xué)已經(jīng)逐步成為各大高校培養(yǎng)高素質(zhì)英語人才必不可少的課程。

英美文學(xué)作品中所表現(xiàn)的人物形象及其人生軌跡，往往對學(xué)生的人生境界、人生態(tài)度、人生道路的選擇具有重大影響和啟迪。而在英美文學(xué)教學(xué)過程中，通過有效整合與運(yùn)用，諸如英美經(jīng)典電影、西方美學(xué)、西方歷史文化、西方宗教、風(fēng)俗禮儀等其他學(xué)科知識，可以有效拓展學(xué)生的知識面，豐富學(xué)生的人文知識，使學(xué)生在學(xué)習(xí)國外經(jīng)典文學(xué)作品的過程中感悟人生、生命、價(jià)值、民族尊嚴(yán)和社會責(zé)任。

通過對優(yōu)秀英美文學(xué)作品的賞析，可以養(yǎng)成學(xué)生正確的價(jià)值取向和高尚的人格品質(zhì)，培養(yǎng)學(xué)生健全、健康的心理。作為世界文化殿堂中的優(yōu)秀代表，英美文學(xué)作品為后人的文學(xué)創(chuàng)作積累了豐富的經(jīng)驗(yàn)，為世界各國的文學(xué)發(fā)展作出了巨大的貢獻(xiàn)。正確的價(jià)值觀和高尚的人格與學(xué)生的人文知識和思維方式密切相關(guān)。英美文學(xué)作品富含優(yōu)秀的人文思想和道德價(jià)值，通過對作品的分析，可以幫助學(xué)生分清善惡、辨別真?zhèn)?、甄別美丑，增強(qiáng)認(rèn)識問題、解決問題的能力，進(jìn)而培養(yǎng)正確的價(jià)值取向與高尚的人格品質(zhì)。

在英美文學(xué)作品賞析中催生學(xué)生的自主思維能力

高等教育階段是大學(xué)生世界觀、人生觀、價(jià)值觀確立的關(guān)鍵時(shí)期，所以，英美文學(xué)課在教學(xué)方法上要服務(wù)于提高學(xué)生的道德素質(zhì)、培養(yǎng)其創(chuàng)造性思維這一宗旨。這就需要我們在研讀英美文學(xué)作品的時(shí)候，既要學(xué)習(xí)作者優(yōu)秀的藝術(shù)創(chuàng)作手法，更要注重對文學(xué)作品精神內(nèi)涵的解讀。

自主思維能力是大學(xué)生應(yīng)該具備的最基本的素質(zhì)之一。所以，高校英美文學(xué)課程的教學(xué)應(yīng)改變過去那種以教師為中心的填鴨式教育，而應(yīng)該以學(xué)生討論為主，積極發(fā)揮學(xué)生的主動性、能動性，使學(xué)生學(xué)會自主思考，學(xué)會進(jìn)行復(fù)雜的、深入的和富有想象力的辨別，啟發(fā)和引導(dǎo)學(xué)生透過事物的現(xiàn)象看本質(zhì)，抓住文學(xué)作品故事情節(jié)背后所探討和關(guān)注的主題。為使學(xué)生養(yǎng)成批評性思辨能力，教師應(yīng)鼓勵(lì)學(xué)生從多角度提出問題，發(fā)表不同看法。教師在分析作品時(shí)，也可以多將作品中人物的命運(yùn)和社會背景相結(jié)合，讓學(xué)生參與討論，找出人物在社會生存中的成功與失敗的地方，讓他們分清悲劇性人物形成的原因：是個(gè)人悲劇還是社會悲劇或是兩者兼有，然后將人物置于現(xiàn)實(shí)生活，設(shè)身處地地思考。通過這種換位體驗(yàn)，讓學(xué)生明白何為正確的價(jià)值取向，從而主動樹立正確的人生觀、道德觀。

與此同時(shí)，教師在對英美文學(xué)作品進(jìn)行深入分析時(shí)，不僅要讓學(xué)生了解這部作品所蘊(yùn)含的主題和人物形象身上所表現(xiàn)的人文精神，更要讓他們意識到這些人文思想或人文精神中，哪些是我們的文化所崇尚的，哪些又是不符合我國國情的。也就是說，既要讓學(xué)生了解西方文化的精髓，又要使他們能意識到我們國家興盛、民族復(fù)興需要他們具備什么樣的人文精神，從

而培養(yǎng)學(xué)生對文學(xué)作品多樣性的認(rèn)識，有利于大學(xué)生形成開放、批判的思維習(xí)慣和包容的學(xué)術(shù)態(tài)度，進(jìn)而有利于培養(yǎng)學(xué)生對民族文學(xué)的熱愛和對民族文化的自信心和自豪感。將學(xué)生從僵化被動的學(xué)習(xí)方式中徹底解放出來

為了克服課堂教學(xué)時(shí)數(shù)不足的不利條件，高校在進(jìn)行英美文學(xué)教育時(shí)應(yīng)嘗試建立文學(xué)閱讀的第二課堂。比如，建立流動書架，布置學(xué)生利用課余時(shí)間閱讀與課程有關(guān)的英美文學(xué)名著和文藝?yán)碚撝鳎欢ㄆ谡匍_主題班會，學(xué)生可以在班會上對自己喜愛的詩歌、散文或文學(xué)作品片段進(jìn)行交流；引導(dǎo)學(xué)生通過話劇、小品等更加靈活的形式強(qiáng)化對英美文學(xué)作品的學(xué)習(xí)，從而有效突破課堂教學(xué)時(shí)數(shù)的限制，豐富學(xué)生的文學(xué)閱讀經(jīng)歷，促進(jìn)學(xué)生語言能力和綜合素質(zhì)的提高。

要在對學(xué)科進(jìn)行考核時(shí)建立多元化的評價(jià)體系。以往英美文學(xué)考試的最大弊端是重結(jié)果、輕過程，不利于得到真實(shí)的反饋信息，也不能作出有價(jià)值的判斷。為此，高校可以嘗試在英美文學(xué)課程評價(jià)中，采取課內(nèi)評價(jià)與課外評價(jià)相結(jié)合、書面測試與口頭測試相結(jié)合的多元化評價(jià)體系。鼓勵(lì)學(xué)生運(yùn)用基本的文學(xué)理論方法進(jìn)行文學(xué)文本分析，培養(yǎng)學(xué)生的語言運(yùn)用能力和審美鑒賞力，突破以往只注重學(xué)習(xí)結(jié)果、不注重過程的傳統(tǒng)評價(jià)模式，將學(xué)生從傳統(tǒng)的死記硬背的僵化、被動的學(xué)習(xí)方式中徹底解放出來，從而有利于培養(yǎng)學(xué)生的語言綜合運(yùn)用能力和人文素質(zhì)。

第二篇：英美文學(xué)

A summery of first two lessons

From the previous classes, we＇ve essentially get an brief idea of some basic knowledge about the United Kingdom.The main knowledge points can be concluded as follows:

The full name of the complicated country is the United Kingdom of Great Britain and Northern Ireland.Britain is no longer an imperial country, though its past has huge effects.The two main effects respectively lie in Britain＇international relationships and the make-up of the British population.UK, as a multiracial society, has the remarkable class regional and economic differences.London, the capital and the largest city, is dominant in the UK in all fields.England, the largest in geography and population of the four nations, dominant in culture and economy.A British invasions history which experiences from stages.Scotland, the most confident of its own identity, has spent a history as a unified state independent of the UK.Scotland joined the Union by agreement of the English and Scottish parliament.A brief introduction to Wales.Northern Ireland has an active cultural life but has its problems because of the conflicts and the influence of UK.Irish desires for an indepent Irish state all the time, therefore issues accurred in frequent succession.The Home Rule Bill, the East Rising of 1916 and the Sinn Fein Party made Irish independent.There exists religious conflicts between the Irish and the British because of the ethnical distinction.British government organised a partition of Ireland as a compromise.More violent campaign, IRA＇s violence and Bloody Sunday.In order to halt the terrible conflicts, Ireland and Great Britain aim to cooperate with each other and arrive at a resolution.Finally, the Good Friday Agreement was emerged.Learning first two lessons has laid a good foundation for our further study on the following lessons.I＇m looking forward to comprehend more knowledge about British politics, economy, culture and foreign relations and so on.

第三篇：英美文學(xué)

severalfamous sonnets – a powerful expose of social evils

of the poet’s age,– on steadfast love

Artistic achievement profound in their moral depth and more complex in their expressed feelings.University witsa group of talented youngdramatists

Christopher Marlowe(1564-1593)

?One of the “University wits”

?The greatest tragedy playwright before William Shakespeare

?His masterwork: Doctor Faustus(1604)(P75-76)

Doctor Faustus(1604)

Doctor Faustus’s contract with Lucifer, a devil.His twenty four year long life in an exchange for some magic power:

----playing tricks upon the Pope(The bishop of Rome and head of the Roman Catholic Church on earth.);

---calling for the spirit of Alexander the Great(the emperor ofMacedonia)and it appears;Doctor Faustus(1604)

---having succeeded in having Helen, the beauty of ancient Troy, as his wife.Finally, Doctor Faustus is sent to hell because of the deadly sin has damned both his body and his soul.Doctor Faustus(1604)

?Analysis of the hero: Doctor Faustus

Knowledgeable, but having blind faith in human intellect;

Ambitious and proud: A passionate seeker for

power, which comes from forbidden knowledge.?Doctor Faustus’s Biblical source:

The fall of Adam and Eve

William Shakespeare

He is the author of 37 plays, but we are not certain of his life story until now.Drama: his career may be dividedinto four periods.(P78)

---Comedies in the four periods

---Tragedies in the four periods

Plot of Four Great Tragedies(P86-P87)Othello:

---Othello: a capable general in Venice

---Desdemonon: a strong-minded, beautiful girl

---Iago: one of the officers under Othello

Reasons for the tragedy:

jealousy

Plot of Four Great Tragedies(P86-P87)Macbeth:

---Macbeth: to commit murder in order to become king knowing he will be the king of Scotland from the witch

---lady Macbeth: to encourage her husband

---Duncan: king of Scotand who was murdered by Macbeth

Reasons for the tragedy :ambition, lust for power

Plot of Four Great Tragedies(P86-P87)King Lear:

---King Lear: a wish to divide his kingdom and give it to his daughters

---Goneril and Regan: his two elder daughters who flatter him

---Cordelia: his youngest daughter who speaks her true mind but loves her father most

Reasons for the tragedy: Misjudgment

Hamlet

Leading characters:

?Hamlet : the Prince of Denmark

?King Hamlet: Father of the Prince, wecan only see his ghost

?Claudius: Hamlet’s uncle, now the King

?Gertrude: Hamlet’s mother, and the Queen of Denmark.? Polonius:Ophelia’s father, the King’s trusted courtier

?Laertes: Ophelia’s brother, Polonius’s son

Hamlet

Act 1:

Old Hamlet’sghost told Hamlet a tale of

horror.There has been murder andadultery;and the Ghost demands revenge for his wrongs.Hamlet makes a promise to revenge for his father’s death before the Ghostleaves.Act 2:

To dull his uncle’s vigilance, Hamlet pretends to go mad.However, his madness is taken by Polonius, an old courtier who is loyal to Claudius , to an emotionaldisturbance due to his passion for Ophelia, daughter of Polonius.At this moment, a company of playersvisits the castle, and Hamlet will have a play acted, which resembles the late king’s murder.Act 3:

The guilty Claudius starts up in fear before the play ends, and goes out.Gertrude sends Hamlet to her chamber, where he reveals Claudius’s baseness and expresses his indignation at her hasty marriage with Claudius, which renders the queen heart-broken.Then Hamlet becomes aware that he is being overheard in the conversation.Thinking it is Claudius that is in hiding, he runs his sword through the arras but finds the eavesdropper thus killed to be Polonius.Before he parts from his mother, Hamlet refers to the King’s decision to send him to England.Act4:

The king now determines to kill Hamlet.He sends Hamlet to England, intending to have him killed there.But pirates capture Hamlet and send him back to Denmark again.Heart-broken at the death of her father, Ophelia goes mad and then is drowned in a stream.Hamlet returns just at the time of her funeral.In the grave-yard he has a quarrel with Laertes, Ophelia’s brother.Laertes vows to avenge the death of his father and sister.Act 5:

With Laertes, Claudius conspires to do away with Hamlet.The kings arranges that Laertes is to challenge Hamlet to a friendly duel andkill him with a poisoned rapier.In the duel, Laertes wounds Hamlet but is himself struck with the same poisoned weapon.Before death, Laertes reveals the plot.The queen, at this moment, has drunk from a poisoned cup intended for Hamlet.Hamlet, in a passion, stabs the King, and then dies through his poisoned wound, giving the election to the crown to young Fortinbras, the prince of Norway.

第四篇：英美文學(xué)。

一、殖民主義時(shí)期The Literature of Colonial America

1．船長約翰?史密斯Captain John Smith

《自殖民地第一次在弗吉尼亞墾荒以來發(fā)生的各種事件的真實(shí)介紹》

“A True Relation of Such Occurrences and Accidents of Note as Hath Happened in Virginia Since the First Planting of That Colony”

《弗吉尼亞地圖，附：一個(gè)鄉(xiāng)村的描述》

“A Map of Virginia: with a Description of the Country”

《弗吉尼亞通史》“General History of Virginia”

2．威廉?布拉德福德William Bradford and John Winthrop

《普利茅斯開發(fā)歷史》“The History of Plymouth Plantation”

3．約翰?溫思羅普J(rèn)ohn Winthrop

《新英格蘭歷史》“The History of New England”

4．羅杰?威廉姆斯Roger Williams

《開啟美國語言的鑰匙》”A Key into the Language of America”

或叫《美洲新英格蘭部分土著居民語言指南》

Or “ A Help to the Language of the Natives in That Part of America Called New England ”

5．安妮?布萊德斯特Anne Bradstreet

《在美洲誕生的第十個(gè)謬斯》

”The Tenth Muse Lately Sprung Up in America

二、理性和革命時(shí)期文學(xué) The Literature of Reason and Revolution

1。本杰明?富蘭克林Benjamin Franklin

※《自傳》“ The Autobiography ”

《窮人理查德的年鑒》“Poor Richard’s Almanac”

2。托馬斯?佩因Thomas Paine

※《美國危機(jī)》“The American Crisis”

《收稅官的案子》“The Case of the Officers of the Excise”

《常識》“Common Sense”

《人權(quán)》“Rights of Man”

《理性的時(shí)代》“The Age of Reason”

《土地公平》“Agrarian Justice”

3。托馬斯?杰弗遜Thomas Jefferson

※《獨(dú)立宣言》

4。菲利浦?弗瑞諾Philip Freneau

※《野忍冬花》“The Wild Honey Suckle”

※《印第安人的墳地》“The Indian Burying Ground”

※《致凱提?迪德》“To a Caty-Did”

《想象的力量》“The Power of Fancy”

《夜屋》“The House of Night”

《英國囚船》“The British Prison Ship”

《戰(zhàn)爭后期弗瑞諾主要詩歌集》

“The Poems of Philip Freneau Written Chiefly During the Late War”

《札記》“Miscellaneous Works”

第五篇：英美文學(xué)

SIR THOMAS MALORY

(1405-1471)

The OutlineI.SIR THOMAS MALORY

II.Morte d' Arthur《亞瑟王之死》

III.Questions for Discussion

.SIR THOMAS MALORY(1405-1471)

Life: He was very rich because he inherited a

considerable estate in Warwickshire(a county in west

central England)upon his father's death in 1433 and he

seems to have quickly become drawn into the turmoil of

local politics.In 1445, he became a Member of

Parliament for his county: a rather unstable area during

this time because the usually powerful Earl of Warwick,was only in his mid-teens.A lot of political affairs in Warwickshire led Sir

Thomas into his numerous clashes with the law.From

1444 onwards, he was caught up in raids(襲擊)on the

attacks on the Duke of Buckingham and Combe Abbey

大修道院,大寺院 , as well as a number of thefts in the county

of Essex.Keen to blacken his name, Sir Thomas'

enemies branded(給某人加上污名)him “a rapist, church-

robber, extortioner(勒索者，敲詐者)and would-be

murderer".Unlucky or incompetent,Sir Thomas was certainly in prison almost

continuously throughout the 1450s, though he did

escape several times.His pardon came to him in

October 1462, followed by military service in

Northumbria.From then on he kept his head down,but may have become embroiled(使卷入)in Cook's

Conspiracy(陰謀活動)of 1468, for which he was

imprisoned.There, he turned to writing and earned

eternal fame.Sir Thomas died on 12th March 1471,probably in Newgate Prison(London).He was buried in the nearby Friary Church of St.Francis.II.Morte d' Arthur

《亞瑟王之死》

Malory's tale begins with the mysterious birth of Arthur and ends with his equally mysterious death.The central concern is with the adventures of Arthur and his famous Knights of the Round Table.The knights fight many battles and win glory, all of which is a credit to the name of King Arthur.Near the end of the story, however, the tide of good fortune turns.Launcelot, one of Arthur's knights, falls in love with Arfhur's queen, Guinever, and the lady

returns his love.One by one the other knight become discontented(使不滿), selfish, or

disillusioned(使醒悟;使不再抱幻想;使...的理想破滅).Thus weakened, the kingdom is attacked by force under Sir Mordred, Arthur's treacherous(背叛的;不忠的)nephew, and ultimately it goes down in defeat.Arthur is borne away(被...所驅(qū)使)on a barge(大型平底船)by three mysterious ladies of the Lake.Morte d‘Arthur was written in a time of transition.The feudal order was dying.By the time Malory began writing his story, soldiers were fighting with gunpowder, a middle class of

tradesmen was arising;and the practices of chivalry were being replaced(代替,取代)by a new aristocratic code.Malory, in a desire to escape the disorder and uneasiness of his day,tried to recapture lost ideals of the romantic past as recounted(敘述,講述)in his tale of noble kings, adventurous knights, and damsels(少女;閨女)in distress(悲痛;苦惱;憂傷;貧困,窮苦;危難;不幸;引起痛苦或悲痛的事物).This book is very important in English literature.Its Arthurian materials have a strong influence on literature of later centuries.III.Questions for Discussion

1.What are the features of Popular Ballads?

2.What is the story of Morte d‘Arthur ?

3.Why is Sir Thomas Malory an important writer the 15th century?

1.What are the features of Popular Ballads?

See the last paragraph on Page 50 to the fifth paragraph on Page 51.of our text book.What is the story of Morte d‘Arthur ?See Page 6 –9 of our PPt..Why is Sir Thomas Malory an important writer the 15th century?

See the first paragraph on Page 52 of our text book.