论文部分内容阅读
1987年去北京进修,重读李泽厚的《美的历程》,觉得大学中的文学史课程并未能很好地突出文学的审美特质。有感于此,写成一篇短论《文学史的审美研究》,发表于《文学评论》上,从此开始了我对所教课程中国现当代文学教改探索的漫长过程。 不久,一种更大的教学触动发生了。师专学生每年实习前都要进行试讲。试讲指导中我越来越强烈地发现,相当多学生在备课中能大体收集所需相关知识,却明显缺乏文学鉴赏分析能力,对试讲作品无感受无见地,人云亦云,似是而非,课文疑点难点越讲越糊涂。很难说这些学生具备一个合格初中语文教师所应有的文学素质。
In 1987, he went to Beijing for further studies. He rereads Li Ze-hou’s “beauty course” and finds that literary history courses in universities do not highlight the literary aesthetic qualities well. Feeling this, I wrote an essay on the “Aesthetic Study of Literary History” and published it in “Literary Criticism.” From then on, I began a long course of exploration of teaching reform of modern and contemporary Chinese literature. Soon a larger teaching touch took place. Teachers college students must conduct a trial before each internship. In the lecture instruction, I found more and more strongly that quite a large number of students can generally collect relevant knowledge required in lesson preparation but apparently lack the ability of literary appreciation and analysis. They have no feeling of ignorance about trial work, The more talk the more confused. It is hard to say that these students have the literary qualities that a qualified junior high school language teacher should have.