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READING, WRITING, AND THINKING: TOWARD A PROBLEM-SOLVING THEORY OF READING LITERARY NARRATIVE (READER-RESPONSE).

机译：阅读，写作和思考：建立阅读文学叙事（读者反应）的问题解决理论。

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Drawing from research and theory in reading, writing, and cognition, this dissertation proposes a problem-solving theory of reading literary narratives, thus laying the groundwork for developing a unified theory of reading and writing as problem-solving processes.;Chapter Three then explores cognitive learning theory, explaining how readers learn while reading, and exploring how readers perceive problems: problems occur when readers are "surprised," when what they read does not accord with what they expect. Based on this definition of problems as misexpectations, Chapter Four distinguishes between literary and non-literary reading, arguing that, in literary reading, readers expect to misexpect.;Chapter Five continues to describe the problem-solving process, exploring how, once surprised, readers draw upon stored knowledge, or schemas, to solve problems. After discussing the ways readers use these schemas, the chapter then illustrates this process by showing how a reader might perceive and solve a problem while reading Thomas Hardy's The Mayor of Casterbridge.;The concluding chapter situates the preceding cognitive model in the reader's affective, historical, and cultural context, exploring how readers select and resolve problems as a result of personal interests, of time, and of place. The chapter ends with a discussion of one particular context--the classroom--where, it is suggested, teachers can help students read literarily by modelling the problem-solving process and by asking students to write about what they read. In so doing, teachers can provide students with the opportunity to make literary reading into an experience of problem-solving that promotes learning. Such learning experiences, it is hoped, will therefore continue to be valued in our society.;Each chapter applies to literary reading a principle drawn from composition theory. Thus, Chapter One explores reading as a process in which readers actively participate in making meaning. Chapter Two provides a rationale for literary literacy, arguing that, since the reading process (like the writing process) promotes learning, everyone has a right--and should be encouraged--to read.

机译：论文从阅读，写作和认知的研究和理论的角度出发，提出了一种阅读文学叙事的问题解决理论，从而为发展阅读和写作的统一理论作为解决问题的过程奠定了基础。认知学习理论，解释读者在阅读时的学习方式，并探索读者如何看待问题：当读者“感到惊讶”，阅读的内容与预期不符时，就会出现问题。第四章基于对问题的误解定义，在文学阅读和非文学阅读之间进行了区分，认为在文学阅读中，读者会期望错误。第五章继续描述解决问题的过程，探讨一旦感到惊讶，读者可以利用存储的知识或模式来解决问题。在讨论了读者使用这些模式的方式之后，本章通过展示读者在阅读托马斯·哈迪（Thomas Hardy）的《卡斯特布里奇市长》（The Mayor of Casterbridge）时可能如何感知和解决问题来说明这一过程。最后一章将先前的认知模型置于读者的情感，历史中以及文化背景，探索读者如何根据个人兴趣，时间和地点来选择和解决问题。本章最后讨论了一个特定的环境-教室-建议在该环境中，教师可以通过建模解决问题的过程并要求学生写他们所读的内容来帮助学生进行文学阅读。这样，教师可以为学生提供机会，使文学阅读成为解决问题的经验，从而促进学习。希望这样的学习经验将继续在我们的社会中得到重视。；每一章都适用于文学阅读，这是从构图理论中汲取的原理。因此，第一章将阅读作为探索过程，让读者积极参与意义的形成。第二章提供了文学素养的理论基础，认为由于阅读过程（如写作过程）促进学习，因此每个人都有阅读的权利，应当鼓励阅读。

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作者
LIEBMAN-KLEINE, JOANNE DEBORAH.;
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作者单位

University of Minnesota.;

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授予单位 University of Minnesota.;
学科 Language.
学位 Ph.D.
年度 1984
页码 240 p.
总页数 240
原文格式 PDF
正文语种 eng
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READING, WRITING, AND THINKING: TOWARD A PROBLEM-SOLVING THEORY OF READING LITERARY NARRATIVE (READER-RESPONSE).

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