浅论语言偏离意识与文学教学  

On Consciousness of Linguistic Deviation and Teaching of Literature

作　　者：戴连云[1] 

机构地区：[1]台州学院外国语学院,浙江临海317000

出　　处：《台州学院学报》2009年第2期83-85,共3页Journal of Taizhou University

摘　　要：传统的文学教学忽视学生在文学意义构建中的主体地位,不利于培养学生独立解读文本的能力。读者的主体地位、文学语言的偏离意识为学生文体意识的培养提供了理论依据。文体意识的培养可以帮助学生通过对文学作品语言的分析作出有理有据的判断。但文体意识的培养在整个文学教学中也只是一个重要的部分,并非全部。Teaching of literature traditionally ignores the subject consciousness of the students, which obstacles the development of students＇ competence to interpret independently literary works. Recognition of the dominant position of the reader in interpreting literary works and deviation of literary language are the theoretical basis of developing students＂ awareness of style which helps the students to achieve solid judgment through analyzing the language of literary＇ works. However, we should also realize that developing students＇ awareness of style is not the whole of teaching literature in class.

关 键 词：语言偏离 文学教学 文学能力 文体意识 前景化 

分 类 号：I0-4[文学—文学理论]