21世紀初中國文學(xué)理論教材發(fā)展的困境及出路
發(fā)布時間：2018-09-10 17:37
【摘要】： 伴隨中國大學(xué)教育的逐步現(xiàn)代化,中國大學(xué)的文學(xué)理論教材走過了八十多年的風(fēng)雨歷程,在這個歷史過程中,一代又一代的學(xué)者文人、文論教師和不少優(yōu)秀學(xué)生都在不斷的探索前行,一方面向西方學(xué)習(xí),另一方面努力與中國文學(xué)現(xiàn)實相結(jié)合,力求達到現(xiàn)代性和歷史性、民族性和世界性的統(tǒng)一,取得了不小的成就,但是回溯整個學(xué)科發(fā)展史,審視21世紀初文學(xué)理論教材的發(fā)展狀況,總給人以茫茫然無所適從之感。本文嘗試通過分析不同歷史時期的有代表性的影響較大的教材,特別是從21世紀初幾本影響較大的文學(xué)理論教材入手,清理出一條理路,為文學(xué)專業(yè)文學(xué)理論教學(xué)出一點綿薄之力。也算是給那些為中國文學(xué)理論教材和文論教學(xué)做出有益貢獻的人們搖旗吶喊、擂鼓助威吧。本文主要從以下幾個方面展開論述: 第一章,首先回顧20世紀20年代到世紀末歷時80年的教材由初步建設(shè)到不斷發(fā)展完善的過程,大致可分為四個時期:西方文論的間接傳入、蘇聯(lián)文藝學(xué)教材的引進、文學(xué)理論統(tǒng)編教材、童慶炳教材(也可以說自由開放的時代)。并嘗試區(qū)分文學(xué)理論教材與文藝學(xué)、文學(xué)理論的界限。并且強調(diào)突出文學(xué)理論教材的理論性和實踐性特征。 第二章,首先分析陶東風(fēng)的《文學(xué)理論基本問題》提出的“反本質(zhì)主義”,理解作者本意是在開拓文學(xué)理論的領(lǐng)域,強調(diào)文學(xué)理論的民族性和地方性。接著分析汪正龍的《文學(xué)理論研究導(dǎo)引》、童慶炳的《文學(xué)理論教程》(修訂二版)及《文學(xué)理論新編》(修訂版),這三本教材堅守馬克思列寧主義陣地,并不斷反思嘗試,有明顯的開放性和審美性。然后分析童慶炳和王一川二人的“雙向拓展”,“雙向拓展”與“文化研究”息息相關(guān),而閻嘉的“三原則”,實質(zhì)就是對學(xué)生作為學(xué)習(xí)主體的高度重視。王一川的《文學(xué)理論》通過建立“感興”修辭理論,一定程度的實現(xiàn)了中國古代文論的現(xiàn)代性轉(zhuǎn)換,有助于中國古代文論早日融入世界文論之中。最后分析王元驤的《文學(xué)原理》,他著重強調(diào)人文性與實踐性,這是馬列文論思想的集中體現(xiàn)。通過分析2000年以來出版的中國文學(xué)理論教材的巨大成就與積極意義,特別強調(diào)學(xué)科獨立性、中國化、文化詩學(xué)方面對塑造健康人格、構(gòu)建和諧社會的巨大作用。同時分析新的文學(xué)理論教材的困境,主要是西方文論話語與東方文論的契合,以及馬列主義毛澤東思想對文學(xué)理論教材編寫的指導(dǎo)意義。 第三章,分析文學(xué)理論課程的現(xiàn)實性困境及其出路。目前學(xué)生不喜歡文學(xué)理論,甚至不喜歡讀經(jīng)典,既有主觀原因,也有時代原因、教材原因、老師原因等等。明確方向,馬列主義毛澤東思想鄧小平理論就是我們的文學(xué)理論的根本立場。我們的文學(xué)是為人民服務(wù)的,是為社會主義服務(wù)的,是為構(gòu)建和諧社會服務(wù)的。結(jié)合教學(xué)實踐,注重培養(yǎng)學(xué)生的理論思維能力,努力培養(yǎng)學(xué)生的人文精神。找準癥結(jié),對癥下藥,注重人文精神,堅持文學(xué)的審美性社會性。努力進取,改革傳統(tǒng)的授課方法,適應(yīng)現(xiàn)實需要,相信文學(xué)理論教材一定會編寫得更好,文學(xué)理論課程一定會發(fā)揮其巨大的理論武器作用。
[Abstract]:With the gradual modernization of Chinese University education, Chinese university literature theory textbooks have gone through more than 80 years of ups and downs. In this historical process, generations of scholars and scholars, teachers of literary theory and many outstanding students are constantly exploring and advancing. On the one hand, they are facing the West to study, on the other hand, they are striving to be in line with the reality of Chinese literature. Combining with it, we strive to achieve the unity of modernity and historicity, nationalism and cosmopolitanism, and have made great achievements. However, looking back on the history of the development of the whole discipline and examining the development of Literary Theory Textbooks in the early 21st century always gives us a sense of confusion. Textbooks, especially from the early 21st century several influential literary theory textbooks, to clear out a way for the teaching of literary theory of the literary profession to make a little bit of contribution. Discussion:
The first chapter reviews the process of the textbooks from the 1920s to the end of the 20th century, which lasted 80 years from the initial construction to the continuous development and perfection. It can be roughly divided into four periods: the indirect introduction of western literary theory, the introduction of Soviet literature and art textbooks, the unified compilation of literary theory textbooks, the Tong Qingbing textbooks (also known as the era of freedom and openness). It also emphasizes the theoretical and practical characteristics of the textbooks of literary theory.
In the second chapter, the author first analyzes Tao Dongfeng's "anti-essentialism" put forward in "Fundamental Questions of Literary Theory" to understand that the author intends to open up the field of literary theory and emphasize the nationality and locality of literary theory. The three textbooks adhere to the position of Marxism-Leninism, and constantly reflect and try, with obvious openness and aesthetics. Then it analyzes the "two-way expansion" and "two-way expansion" of Tong Qingbing and Wang Yichuan, which are closely related to "cultural research", and the essence of Yan Jia's "three principles" is to study students as a learning. Wang Yichuan's "Literary Theory" realizes to a certain extent the modernity transformation of ancient Chinese literary theory through the establishment of "inspiration" rhetoric theory, which is conducive to the early integration of ancient Chinese literary theory into world literary theory. Through the analysis of the great achievements and positive significance of the textbooks on Chinese literary theory published since 2000, this paper emphasizes the great role of subject independence, sinicization and cultural poetics in shaping healthy personality and building a harmonious society. At the same time, it also analyzes the predicament of the new textbooks on literary theory, mainly the discourse of Western Literary theory and the role of cultural poetics in shaping a healthy personality and building a harmonious society. The conjunction of Oriental literary theory and the guiding significance of Marxism Leninist Mao Zedong thought to the compilation of literary theory textbooks.
Chapter three analyzes the realistic predicament and the way out for the course of literary theory.At present, students do not like literary theory and even do not like to read classics.There are subjective reasons, as well as times reasons, textbooks reasons, teachers reasons and so on.Clear direction, Marxism-Leninism-Mao Zedong Thought-Deng Xiaoping Theory is the fundamental position of our literary theory. Literature serves the people, serves socialism and builds a harmonious society. Combining teaching practice, we should pay attention to cultivating students'theoretical thinking ability and cultivating students' humanistic spirit. Methods, to meet the needs of reality, I believe that literary theory textbooks will be better written, literary theory courses will play a huge role in theoretical weapons.
【學(xué)位授予單位】：中南民族大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2009
【分類號】：I0
本文編號：2235144
[Abstract]:With the gradual modernization of Chinese University education, Chinese university literature theory textbooks have gone through more than 80 years of ups and downs. In this historical process, generations of scholars and scholars, teachers of literary theory and many outstanding students are constantly exploring and advancing. On the one hand, they are facing the West to study, on the other hand, they are striving to be in line with the reality of Chinese literature. Combining with it, we strive to achieve the unity of modernity and historicity, nationalism and cosmopolitanism, and have made great achievements. However, looking back on the history of the development of the whole discipline and examining the development of Literary Theory Textbooks in the early 21st century always gives us a sense of confusion. Textbooks, especially from the early 21st century several influential literary theory textbooks, to clear out a way for the teaching of literary theory of the literary profession to make a little bit of contribution. Discussion:
The first chapter reviews the process of the textbooks from the 1920s to the end of the 20th century, which lasted 80 years from the initial construction to the continuous development and perfection. It can be roughly divided into four periods: the indirect introduction of western literary theory, the introduction of Soviet literature and art textbooks, the unified compilation of literary theory textbooks, the Tong Qingbing textbooks (also known as the era of freedom and openness). It also emphasizes the theoretical and practical characteristics of the textbooks of literary theory.
In the second chapter, the author first analyzes Tao Dongfeng's "anti-essentialism" put forward in "Fundamental Questions of Literary Theory" to understand that the author intends to open up the field of literary theory and emphasize the nationality and locality of literary theory. The three textbooks adhere to the position of Marxism-Leninism, and constantly reflect and try, with obvious openness and aesthetics. Then it analyzes the "two-way expansion" and "two-way expansion" of Tong Qingbing and Wang Yichuan, which are closely related to "cultural research", and the essence of Yan Jia's "three principles" is to study students as a learning. Wang Yichuan's "Literary Theory" realizes to a certain extent the modernity transformation of ancient Chinese literary theory through the establishment of "inspiration" rhetoric theory, which is conducive to the early integration of ancient Chinese literary theory into world literary theory. Through the analysis of the great achievements and positive significance of the textbooks on Chinese literary theory published since 2000, this paper emphasizes the great role of subject independence, sinicization and cultural poetics in shaping healthy personality and building a harmonious society. At the same time, it also analyzes the predicament of the new textbooks on literary theory, mainly the discourse of Western Literary theory and the role of cultural poetics in shaping a healthy personality and building a harmonious society. The conjunction of Oriental literary theory and the guiding significance of Marxism Leninist Mao Zedong thought to the compilation of literary theory textbooks.
Chapter three analyzes the realistic predicament and the way out for the course of literary theory.At present, students do not like literary theory and even do not like to read classics.There are subjective reasons, as well as times reasons, textbooks reasons, teachers reasons and so on.Clear direction, Marxism-Leninism-Mao Zedong Thought-Deng Xiaoping Theory is the fundamental position of our literary theory. Literature serves the people, serves socialism and builds a harmonious society. Combining teaching practice, we should pay attention to cultivating students'theoretical thinking ability and cultivating students' humanistic spirit. Methods, to meet the needs of reality, I believe that literary theory textbooks will be better written, literary theory courses will play a huge role in theoretical weapons.
【學(xué)位授予單位】：中南民族大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2009
【分類號】：I0
【引證文獻】
相關(guān)期刊論文 前1條
1 陳智慧;;關(guān)于文學(xué)理論教材改革的思考[J];瓊州學(xué)院學(xué)報;2012年03期
相關(guān)碩士學(xué)位論文 前2條
1 張玲;在探索中前行[D];沈陽師范大學(xué);2013年
2 趙敏;新世紀中國文學(xué)理論教材研究[D];河北大學(xué);2013年
，本文編號：2235144
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