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首页> 外文学位 >Teaching in a postmodern world: A study of applications of literary theory to teaching of high school English.
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Teaching in a postmodern world: A study of applications of literary theory to teaching of high school English.

机译：后现代世界中的教学：文学理论在高中英语教学中的应用研究。

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摘要

This dissertation studies ways selected literary theories may be used to expand the possibilities for teaching literature at the high school level. Each chapter begins with a review of the theory or theories being used; includes a series of strategies, lessons, or activities that make use of that theory or theories; and presents examples of how students have made use of those theories in my classes. I use these four postmodern literary theories to help my students move from a mindset that there is only one way to read a text to a mindset that there are many ways a text may be read.;The studies in this project focus on four major areas: (1) The transactional model of reader response, used to focus learning on students and their strengths; (2) Feminist and gender theory, to correct the traditional, androcentric reading of a text and begin the process of requiring students to consider more than just their own perspectives when reading; (3) New Historicism, to further the process of encouraging students to recognize that the cultural, societal, and historical perspectives the reader brings to a text determines the meaning the reader makes of a text. I use New Historicism on a "macro" level to help students see how the meaning of an entire text is determined by the cultural, societal, and historical perspectives of the reader; (4) Translation theory, to examine the indeterminate nature of a text at a "micro" level. With translation theory I focus on the indeterminate nature of words and phrases.;This dissertation draws on the classroom experiences and practice of two levels of high-school students: ninth-grade students who have no plans for college, and Advanced Placement seniors who have been on a college bound "track" during most of their schooling.
机译：本文研究了选择的文学理论可以用来扩展高中文学教学的可能性的方法。每章都以对所使用的理论进行回顾。包括利用该理论或理论的一系列策略，课程或活动；并举例说明学生如何在我的课堂上利用这些理论。我使用这四种后现代文学理论来帮助我的学生从只有一种阅读文本的思维方式转变为有多种方法可以阅读文本的思维方式;该项目的研究集中在四个主要领域：（1）读者反应的交易模型，用于将学习重点放在学生及其优势上； （2）女权主义和性别理论，以纠正传统的，以人为中心的文本阅读，并开始要求学生在阅读时不仅仅是考虑自己的观点的过程； （3）新历史主义，以进一步鼓励学生认识到读者带给文本的文化，社会和历史观点，决定了读者对文本的含义。我在“宏观”层面上使用“新历史主义”，以帮助学生了解全文的含义是如何由读者的文化，社会和历史观点决定的； （4）翻译理论，以“微观”层面检验文本的不确定性。在翻译理论中，我着眼于单词和短语的不确定性。本论文借鉴了两个高中学生的课堂经验和实践：没有大学计划的九年级学生和有大学计划的高年级学生在他们大部分的学习过程中都处于大学的“轨道”上。

著录项

  • 作者

    Simola, Robert E.;

  • 作者单位

    Indiana University of Pennsylvania.;

  • 授予单位 Indiana University of Pennsylvania.;
  • 学科 Education Language and Literature.
  • 学位 Ph.D.
  • 年度 2000
  • 页码 194 p.
  • 总页数 194
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 宗教;
  • 关键词

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