文学理论教材“四要素”编写体例的得与失——《文学理论教程》解读与思考  

The success and failure of literary theory's layout according to four elements

作　　者：范永康[1] 

机构地区：[1]安徽师范大学文学院,安徽芜湖241000

出　　处：《黄山学院学报》2003年第1期67-69,共3页Journal of Huangshan University

摘　　要：《文学理论教程》以作品、作家、世界、读者等文学活动的四要素作为全书的建构原则和编写体例,取得了文学观念、研究视角、理论指向、学术视野等四个方面的突破,被誉为“换代”教材。但是,由于文学四要素是一种共时性结构,四要素编写体例必然会偏重文学活动过程的完整阐述,而失缺文学理论作为文艺学体系中基础性的分支的自觉而明确的方法论意识,消弱文学理论指导文学批评和文学史的重要功能。Compiled on the basis of four elements in literature activity, Literary theory teaching course has four aspects of creation: literature idea, research thinking, theory direction and the visual field of academic research, and was generally aknowledged at changing course's appearance. Because of emphasizing on simultaneity, however, the stylistic rules has no obvious consciousness of metheodogy, and no function to guide literary criticism and literary history.

关 键 词：《文学理论教程》 文学活动 文学理论教材 为文 文艺学体系 文学观念 文学批评 编写体例 要素 建构原则 

分 类 号：G633[文化科学—教育学] I206[文学—中国文学]