‘Dissecting butterflies’: literary theory and poetry teaching in post-16 education

Daniel Xerri

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‘Dissecting butterflies’: literary theory and poetry teaching in post-16 education

机译：“解剖蝴蝶”：16岁后教育中的文学理论和诗歌教学

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This paper discusses the role of literary theory within the teaching of poetry by focusing on post-16 education in Malta as a case study. Literary theory was meant to lead to a rethinking of the way poetry is approached in the A-level English classroom, but this failed to really come about due to the fact that it has not been adopted by syllabus developers and teachers. This paper explores the reasons for such reluctance by analysing the views of teachers and an examiner. It shows how a sense of unease with students' and teachers' ability to exploit literary theory in the poetry lesson seems to be one of the main factors behind its continued absence.

机译：本文以马耳他的十六岁后教育为例，探讨了文学理论在诗歌教学中的作用。文学理论的目的是重新思考在A级英语课堂中学习诗歌的方式，但是由于教学大纲的开发者和教师没有采用它，所以这一理论未能真正实现。本文通过分析教师和考官的观点，探究了这种不愿意的原因。它表明了对诗词课中学生和老师利用文学理论的能力的不安似乎是其继续缺席的主要因素之一。

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《International Journal of Adolescence and Youth》 |2013年第4期|共10页
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Daniel Xerri;
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中图分类心理学;
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入库时间 2022-08-18 08:45:37

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‘Dissecting butterflies’: literary theory and poetry teaching in post-16 education

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