本文選題：文藝學(xué)教學(xué) + 教材�。� 參考：《福建師范大學(xué)》2002年碩士論文

【摘要】： 文學(xué)理論課程是現(xiàn)代文學(xué)教育的重要組成部分，也是中國(guó)古典形態(tài)的“詩(shī)文評(píng)”向現(xiàn)代系統(tǒng)科學(xué)的文藝學(xué)蛻變、轉(zhuǎn)換的標(biāo)志之一。作為文藝學(xué)具體教學(xué)實(shí)踐依據(jù)的教材，一方面體現(xiàn)了施教者的教育思想，一方面也濃縮沉淀了現(xiàn)代中國(guó)不同時(shí)期的文學(xué)思想及觀念。本文首先歷時(shí)描述了我國(guó)文藝學(xué)教學(xué)及其教材編撰的一般輪廓，并以解放后的文藝概論教科書當(dāng)中針對(duì)“形式問題”的相關(guān)闡述為例，細(xì)致探察了其中的變化發(fā)展軌跡。由于歷史上的種種原因，我們一度追隨蘇聯(lián)的模式，強(qiáng)調(diào)文學(xué)的意識(shí)形態(tài)性，對(duì)文學(xué)充斥著功利主義的要求。從哲理上雖已指出內(nèi)容和形式是不可分割的，但在實(shí)際操作中還是人為割裂二者間的緊密聯(lián)系，，相對(duì)重視文學(xué)作品的內(nèi)容，突出階級(jí)性、社會(huì)性，將形式當(dāng)作服務(wù)于內(nèi)容的工具看待，形式本身未獲得自身特殊的獨(dú)立價(jià)值。雖也提出建設(shè)有中國(guó)特色的文藝?yán)碚擉w系，但并沒有取得什么實(shí)際成績(jī)，教材編寫長(zhǎng)時(shí)間處于停滯和徘徊的狀態(tài)。八十年代后，隨著思想的解放，西方種種文學(xué)理論、思潮再度涌入我國(guó)。以此為契機(jī)，文學(xué)概論教材及時(shí)修正了其中“左”的觀念，大膽借鑒某些西方理論，單一、僵化的教材格局得以改變。
[Abstract]:The course of literary theory is an important part of modern literature education, and it is also one of the symbols of the transformation from the classical form of Chinese poetry and literature review to the modern systematic science of literature and art. The teaching material, which is the basis of the teaching practice of literature and art, embodies the educator's educational thought on the one hand, and condenses the literary thought and concept of modern China in different periods on the other hand. This paper first describes the general outline of literature and art teaching and its textbook compilation in China, and takes the related exposition of "form problem" in the literature and art overview textbook after liberation as an example, and probes into the change and development track of it in detail. For various reasons in history, we once followed the Soviet model, emphasized the ideological nature of literature, and filled literature with utilitarian demands. Although it has been pointed out philosophically that the content and form are inseparable, but in the actual operation, it is still artificial to separate the close connection between the two, attach relative importance to the content of the literary works, highlight the class nature and sociality, Form as a tool to serve the content, the form itself does not gain its own special independent value. Although it is also proposed to build a literary and artistic theory system with Chinese characteristics, it has not made any actual achievements, and the compilation of textbooks has been in a state of stagnation and wandering for a long time. After 1980's, with the liberation of thought, the western literature theory, the trend of thought poured into our country again. Taking this as an opportunity, the teaching materials of literary introduction have revised the concept of "left" in time, boldly used some western theories for reference, and the single and rigid pattern of teaching materials has been changed.
【學(xué)位授予單位】：福建師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2002
【分類號(hào)】：I0-4

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前3條

1 趙燕燕;文學(xué)的定義：民國(guó)時(shí)期文學(xué)概論教材研究[D];華東師范大學(xué);2011年

2 王偉;詹姆遜形式理論探析[D];福建師范大學(xué);2008年

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

本文編號(hào)：1964422