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Structural patterns and principles of design: An archetypal analysis of four selected literary works and implications for teaching literature in the secondary schools.

机译：结构模式和设计原则：对四种精选文学作品的原型分析及其对中学文学教学的启示。

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摘要

This dissertation deals with the problem of literary study in the secondary schools. The criticism and teaching of literature has been based on the work or its relationship to the world, the author, or the reader. Literary meaning is often sought outside the work itself. Close explication of discrete works is important at times, but it does not add to students' knowledge of literature as a unified and conceptual whole. In order to teach the form and structure of literature, teachers can consider the teaching of archetypal literary criticism. Each literary work is treated as an object of art: one that is part of a total design or literary universe.;The research is based on the theoretical and conceptual framework of Northrop Frye. The method of analysis is content analysis; the content of four selected works is analyzed for structural units or patterns called archetypes. The sources of evidence are "A Christmas Memory" by Truman Capote, The Last Unicorn by Peter S. Beagle, "Dark Girl" by Arna Bontemps, and "Mother to Son" by Langston Hughes. In the analysis of each work, archetypes of theme, story shape, events, and characters are identified and described. Archetypes of images and symbols are analyzed and classified into Leland Ryken's categories of literary experience: ideal and unideal. The analysis is qualitative or nonnumerical, and the level of measurement is nominal.;The results of this study show that an associative relationship exists between archetypes and literature. Archetypes can be found in all works; they structure each discrete work; they connect and relate all works to each other. Archetypal literary criticism allows literary works to be identified and placed in a literary context, and it allows for the study of literature to be centripetal rather than centrifugal.;The conclusions of the study indicate that archetypal literary criticism can be a meaningful approach to the teaching of literature in the secondary schools. The teaching of archetypal literary criticism focuses on structural patterns and principles of literature and archetypes as basic concepts that give literature its wholeness.
机译：本文主要研究中学阶段的文学学习问题。文学的批评和教学是基于作品或其与世界，作者或读者的关系。文学意义通常是在作品本身之外寻求的。离散作品的近距离说明有时很重要，但它并不能增加学生作为一个统一的概念整体的文学知识。为了教授文学的形式和结构，教师可以考虑进行原型文学批评的教学。每一件文学作品都被视为艺术品：属于整体设计或文学宇宙的一部分。这项研究基于诺斯罗普·弗莱（Northrop Frye）的理论和概念框架。分析的方法是内容分析。分析了四个选定作品的内容，以寻找被称为原型的结构单元或样式。证据来源包括杜鲁门·卡波特（Truman Capote）的《圣诞节的回忆》，彼得·S·比格格（Peter S. Beagle）的《最后的独角兽》，阿尔纳·邦坦普斯（Arna Bontemps）的《黑暗女孩》和兰斯顿·休斯的《母亲的儿子》。在分析每件作品时，会确定并描述主题，故事形状，事件和角色的原型。分析图像和符号的原型，并将其分为利兰·雷肯（Leland Ryken）的文学经验类别：理想和不理想。分析是定性的或非数字的，测量的水平是名义上的。这项研究的结果表明原型与文献之间存在关联关系。在所有作品中都可以找到原型。它们构成了每个离散的作品；他们将所有作品联系起来并相互关联。原型文学批评允许对文学作品进行识别并置于文学语境中，并使文学研究可以是向心的，而不是离心的。研究结论表明，原型文学批评可以是一种有意义的教学方法。中学文学。原型文学批评的教学注重文学的结构模式和原理以及原型作为使文学具有整体性的基本概念。

著录项

  • 作者

    Turner, Dixie Mae.;

  • 作者单位

    University of Illinois at Urbana-Champaign.;

  • 授予单位 University of Illinois at Urbana-Champaign.;
  • 学科 Secondary education.;American literature.;Language arts.
  • 学位 Ph.D.
  • 年度 1988
  • 页码 307 p.
  • 总页数 307
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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