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題 名 | 試把金針度與人--論詩詞教學中的文學性傳授=Imparting Secrets: On the Literary Aspect of Teaching Poetry |
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作 者 | 劉漢初; | 書刊名 | 臺北教育大學語文集刊 |
卷 期 | 16 2009.07[民98.07] |
頁 次 | 頁1+3-28 |
專 輯 | 語文教材與教學專題 |
分類號 | 821 |
關鍵詞 | 文學性; 設身處地; 讀者介入; 詩境; 能感之; Literary sense; Personal involvement; Reader participation; Poetic state; Feel what the poet feels; |
語 文 | 中文(Chinese) |
中文摘要 | 臺灣學生學習中國古典詩詞,大約從小學高年級開始,到了大學一年級的國文課即行終止。以目前的狀況來看,詩詞教學大致不離語詞解釋,大旨闡述,再加一點作者背景的介紹,文學史常識的補充,古今人的相關評語,等而下之則旁入文法、修辭,比較好的也僅能略談詩意美感之所在。對於為什麼這首詩的本文能導出這些美感,美感的生成有什麼要件,也就是詩的文學性深度如何成為可能等等問題,一般教學者是不甚涉及的。造成這種現象固然有種種原因,不盡是教學者的條件不足所致。本文試圖從讀者介入詩境的方法切入論述,透過對詩之語意結構與意象經營的分析,提出一些可供教學者參考的途徑,並經由具體的例子充分析說,以求理念與實踐的清楚結合,期望對有志於改善詩詞教學者提供協助。 |
英文摘要 | Students in Taiwan usually learn classical Chinese poetry from fifth grade until the first year of university. Regarding the present situation, the teaching of poetry merely focuses on the explanation of words, the elaboration of main ideas, the superficial introduction of author's background, the addition of literary history, and the relevant critical comments of ancient and modern scholars. The poorer examples of poetry teaching sidetracks students into grammar and rhetoric; and the better examples only go so far as introducing the aesthetic sensibilities of a poem but without pointing out why the poem leads to the specific aesthetic, and what crucial elements form that aesthetic. In other words, teachers rarely touch on the question of how the literary depth of poetry becomes possible. Many factors together other than the inadequacy of teachers produce such circumstances. This paper sets about the discourse from the perspective of the readers’ involvement in the state of poetry. Through the analyses of semantic structure and poetic imagery, with concrete examples to show a clear connection between theory and practice,. we hope to provide useful reference and suggestions for teachers and educators who want to improve poetry teaching. |
本系統中英文摘要資訊取自各篇刊載內容。