本文選題：教材 + 《文學(xué)理論教程》��； 參考：《山西師范大學(xué)》2009年碩士論文

【摘要】： 童慶炳先生主編的《文學(xué)理論教程》被學(xué)術(shù)界公認(rèn)為是新一代的換代教材,也有評(píng)論認(rèn)為它是“代表了新時(shí)期文藝學(xué)教材的最高水平”。這本書(shū)1992年出版后全國(guó)有幾十所院校包括綜合大學(xué)使用。1998年進(jìn)行一次修訂,使教材的觀點(diǎn)、理論、概念更加準(zhǔn)確全面,語(yǔ)言表述上既有學(xué)理性又深入淺出。2004年再一次進(jìn)行修訂,表明了童先生對(duì)學(xué)理更加的追求完善和創(chuàng)新。這本教材之所以備受歡迎是因?yàn)樗徽撌窃谘芯恳暯恰⑽膶W(xué)觀念、理論指向還是在學(xué)術(shù)視野方面都達(dá)到了一個(gè)新的高度。而學(xué)術(shù)界不論是對(duì)童先生的思想理論還是教材本身的結(jié)構(gòu)和內(nèi)容的討論也是一波未平一波又起,肯定和質(zhì)疑并存,褒貶不一,各持所見(jiàn)�；仡櫲妗段膶W(xué)理論教程》不難發(fā)現(xiàn)兩次修訂的原因其實(shí)主要是順應(yīng)時(shí)代的要求、追求學(xué)理的創(chuàng)新和進(jìn)步,而《教程》中原有的文學(xué)理論已不能適時(shí)的解釋和引導(dǎo)當(dāng)下的文化現(xiàn)象,這就給當(dāng)下的文學(xué)理論提出新的挑戰(zhàn),奠定了中國(guó)文學(xué)理論再次轉(zhuǎn)型的基礎(chǔ)。因此本論文旨在通過(guò)對(duì)這三版《文學(xué)理論教程》的比較研究找出三版《教程》理論的轉(zhuǎn)變過(guò)程,并分析出其轉(zhuǎn)變的依據(jù)和原因,進(jìn)而找出教材本身存在的缺陷和不足,對(duì)《教程》做出客觀的評(píng)價(jià)。站在當(dāng)今的文學(xué)理論視野下重新審視這三版《文學(xué)理論教程》,總結(jié)出它對(duì)中國(guó)文學(xué)理論教材建設(shè)的重大影響和深遠(yuǎn)意義,從而反映出這本獨(dú)領(lǐng)風(fēng)騷數(shù)十年的教科書(shū)的成功與不足,給今后的教材改革提出一些建議。
[Abstract]:The course of Literary Theory edited by Mr. Tong Qingbing is recognized by the academic circles as a new generation of textbooks, and some critics think that it represents the highest level of literature and art textbooks in the new period. After the publication of this book in 1992, dozens of colleges and universities, including comprehensive universities, were used in the country. In 1998, a revision was carried out to make the viewpoints, theories, and concepts of the textbooks more accurate and comprehensive, and the language expression was both intellectually rational and simple. In 2004, it was revised again. It shows that Mr. Tong pursues perfection and innovation in academic theory. This textbook is popular because it has reached a new level in terms of research perspective, literary concept, theoretical orientation and academic perspective. However, the discussion of the structure and content of Mr. Tong's thought and theory and the teaching material itself in academic circles is also a wave of uncertainty, affirmation and doubt coexist, different praise and different views. Looking back on the third edition of the course of Literary Theory, it is not difficult to find that the reason for the two revisions is mainly to conform to the requirements of the times and to pursue scientific innovation and progress. However, the original literary theory can not explain and guide the current cultural phenomenon in time, which puts forward a new challenge to the current literary theory and lays the foundation for the transformation of Chinese literary theory. Therefore, the purpose of this thesis is to find out the transition process of the theory of the three editions of the course by comparing the three editions of the course of Literary Theory, and to analyze the basis and reason of the change, and then to find out the defects and shortcomings of the textbook itself. Make an objective evaluation of the tutorial. Standing in the current literary theory field of view, this paper reexamines the three editions of the course of Literary Theory and sums up its great influence and far-reaching significance on the construction of Chinese literature theory textbooks. It reflects the success and deficiency of this textbook, and puts forward some suggestions for the reform of teaching material in the future.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類(lèi)號(hào)】：I0-4

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 張玲;在探索中前行[D];沈陽(yáng)師范大學(xué);2013年

，

本文編號(hào)：1833269