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Neo-appreciation pedagogy: The pragmatics of reading aesthetic affect in the undergraduate classroom.

机译:新鉴赏教学法:阅读美学在语文课堂中的语用影响。

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摘要

This dissertation offers collegiate literary instructors a theoretical foundation and pedagogical method for teaching their students how to analyze aesthetic affect: a theory and practice termed here “neo-appreciation pedagogy.” While the dissertation outlines a general theory of literary reading, it only does so to provide the basis for classroom methods that directly confront archaic, text-immanent models of meaning production. While preserving much of the method and terminology of the traditional literary classroom, neo-appreciation pedagogy offers students an overt admission that literary study is at least partially a transmission of particular cultural biases; however, it also teaches them ways to critique those cultural biases, beginning with their own responses to “great” literature. In other words, neo-literary appreciation pedagogy seeks to teach students why certain cultural artifacts have been valued in the past (particularly works which they themselves typically do not value) by expanding their repertoire of reading or “lectical” strategies.; In pursuit of this goal, this dissertation outlines a taxonomy of conventional reading strategies simple enough to teach to undergraduate students. This taxonomy is articulated into a heuristic—“the lectical triangle”—used to teach students first how to analyze the lectical strategies they already use then how to deploy those and other lectical strategies (with which they may be less familiar) in increasingly sophisticated—i.e. academic—ways. Building upon post-structuralist, linguistic theory and American Pragmatism in general (along with significant elaborations upon the work of Wolfgang Iser and Wayne Booth in particular, lectical analysis helps students explore how different textual patterns can “invite” certain lectical responses and only “tolerate” or even “resist” others while never requiring any particular response. Neo-appreciation pedagogy, therefore, does not seek to reinforce conventional or canonical readings of literary works, much less reproduce any particular aesthetic affect; instead, it seeks to give students the tools to understand the lectical conventions by which such works have been valued in the past, while giving them more lectical resources for readings they might perform in the future.
机译:本论文为大学文学指导教师提供了理论基础和教学方法,以指导他们的学生如何分析审美影响:此处称为“新欣赏教学法”的理论和实践。尽管本文概述了文学阅读的一般理论,但这样做只是为直接面对古老的,文本固有的意义产生模型的课堂教学方法提供了基础。在保留传统文学课堂的许多方法和术语的同时,新鉴赏教学法向学生公开承认,文学研究至少部分是特定文化偏见的传播。但是,它也教会他们批判这些文化偏见的方法,从他们自己对“伟大”文学的回应开始。换句话说,新文学欣赏教学法旨在通过扩大阅读或“电气”策略的范围,教给学生为什么某些文化文物在过去受到重视(尤其是他们本人通常不重视的作品)。为了实现这一目标,本文概述了一种常规的阅读策略分类法,该方法足以简单地向本科生授课。这种分类法被阐明为一种启发式的“电气三角”,用于教学生如何分析他们已经使用的电气策略,然后如何以越来越复杂的方式部署这些以及其他电气策略(他们可能不太熟悉)。即学术方式。建立在后结构主义,语言学理论和总体美国实用主义的基础上(尤其是对沃尔夫冈·伊泽尔和韦恩·布斯的著作进行了详尽的阐述,选介分析可帮助学生探索不同的文本模式如何“邀请”某些选民回应并且仅“容忍”因此,“新鉴赏主义”教学法不会寻求加强对文学作品的常规或规范阅读,更不会再现任何特殊的美学影响;而是旨在给学生以工具,以了解过去对此类作品的重视,并为其提供更多的阅读资源,以供将来阅读时使用。

著录项

  • 作者

    Burchenal, William Kennedy.;

  • 作者单位

    The University of Texas at Austin.;

  • 授予单位 The University of Texas at Austin.;
  • 学科 Literature American.; Education Language and Literature.
  • 学位 Ph.D.
  • 年度 2003
  • 页码 388 p.
  • 总页数 388
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 I712;I-4;
  • 关键词

  • 入库时间 2022-08-17 11:45:39

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