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Learning through literature: the case of The Arabian Nights

机译:通过文学学习:《阿拉伯之夜》的案例

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In the last twenty years, the teaching of reading in Britain has moved away from an interest in how children take delight in, and make meaning of, their literature to a preoccupation with a mechanistic approach to literacy which breaks down texts into bite‐sized chunks and fragments reading into a series of isolated skills. Although an expensive, comprehensive system for literacy has been put in place with its plethora of related materials for teachers and pupils, it has not been particularly successful in raising literacy standards, and it has turned some children away from reading. Using The Arabian Nights as a case study (the book most often mentioned as favourite childhood reading of dozens of famous writers from the eighteenth century to the present day, worldwide), I have examined its influence on certain famous writers living in the nineteenth century with particular reference to how it may have shaped their approach to writing fiction. Using a cross‐disciplinary approach, I have tried to combine the skills and insights of the literary critic and the literary historian: the former showing how literary texts work and how writers construct them to provoke a range of responses in their readers; the latter exploring the biographical and social context of the emergent writer, identifying and evaluating the factors that contributed to developing their particular creative identity. A further strand is that of the educator seeking to glean insights from tantalisingly fragmentary historical data which may cast light on some contemporary concerns about children’s learning, including debates about the teaching of reading. By bringing these different approaches together, my specific intention is to further the understanding of one aspect of learning in the modern world—that of children’s reading. The message that my tentative findings suggest is that whatever policy initiatives are taken in literacy, encouraging children to take pleasure in reading whole books of their own choosing should be a priority.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/03054981003696663
机译:在过去的二十年中,英国的阅读教学已经从对儿童如何取乐并理解其文学的兴趣转移到对机械化识字方法的关注,这种方法将文本分解成一小部分块和片段读入一系列孤立的技能。尽管已经建立了一套昂贵的,全面的扫盲系统,并为教师和学生提供了大量相关材料,但在提高扫盲标准方面并不是特别成功,它使一些孩子无法阅读。我以《阿拉伯之夜》作为案例研究(这本书从18世纪到今天在全球范围内被最常提及的数十位著名作家的童年读物)研究了它对19世纪某些著名作家的影响。特别提到它可能如何影响他们的小说写作方式。我采用跨学科的方法,试图结合文学评论家和文学史学家的技巧和见解:前者展示了文学文本是如何工作的,作家是如何构造文学文本的,从而引起读者的广泛反响。后者探讨了新兴作家的传记和社会背景,确定并评估了有助于发展其特定创造性身份的因素。教育工作者的另一条思路是,他们试图从极其零散的历史数据中收集见解,这可能会为当代对儿童学习的一些关注提供启示,包括有关阅读教学的辩论。通过将这些不同的方法结合在一起,我的具体目的是进一步理解现代世界中学习的一个方面,即儿童阅读的方面。我的初步调查结果表明,无论采取什么扫盲政策措施,都应鼓励儿童高兴地阅读自己选择的整本书。查看全文下载全文相关的var addthis_config = {ui_cobrand:“泰勒和弗朗西斯在线”,services_compact:“ citeulike,netvibes,twitter,technorati,可口,linkedin,facebook,stumbleupon,digg,google,更多”,发布号:“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/03054981003696663

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  • 来源
    《Oxford Review of Education》 |2010年第2期|p.157-169|共13页
  • 作者

    Morag Stylesa*;

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  • 入库时间 2022-08-17 13:09:32

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