外国文学专题研究精选(九篇)

前言：一篇好文章的诞生，需要你不断地搜集资料、整理思路，本站小编为你收集了丰富的外国文学专题研究主题范文，仅供参考，欢迎阅读并收藏。

第1篇：外国文学专题研究范文

关键词：大学教育；外国文学教学；生态化教学

一、研究背景

在全球化背景下，大学传统的教育理念和教育模式都面临着严峻挑战，有关教育教学改革的研究也如火如荼地开展起来。就我国而言，教育部启动了“高等教育面向21世纪教学内容和课程体系改革”“新世纪高等教育本科教育教学改革”等研究项目，试图推进大学教改的顺利进行。目前，许多大学虽然进行了所谓的改革，但大都收效甚微。究其原因，主要在于很多教师不能深入理解教改的精髓，过于注重对教学外在形式的翻新，未能从多元化视角对具体教学内容和教学主客体进行再认识，从而使教改形成表面上繁荣但实际虚空的现象，这种状况也突出表现在大学外国文学课程的教学中。

二、生态化教学相关概述

大学教育应保持独立的品格，不但要对社会变化迅速做出反应，而且要运用多学科的话语解读教学的意义。20世纪初，生态学理论体系已初具规模，并逐渐发展成为一门独立学科，甚至可以说是“颠覆性的学科”，其“颠覆”的是300年来支配人类社会突飞猛进的价值观、世界观，但“颠覆”的同时意味着一种知识体系和文明范式的转换。目前，一些生态学的思想观点和研究方法已渗透到自然科学和社会科学领域，高等教育也逐渐引入生态学的原理和方法，形成了教育生态学。教育生态学是20世纪七八十年代在英美等国兴起的一门新兴科学，最早由美国学者克雷明提出，旨在把教育看作一个有机系统，研究其结构、功能和规律，进而揭示教育发展的趋势。我国台湾地区较早开展教育生态化研究，以方炳林、李聪为代表，而大陆相关主题研究较晚，代表人物是郑雪。目前，生态化教学模式已成为高等教育人才培养和教学改革的重要突破口，并决定了未来高等教育的发展方向。但纵观国内外，学者们对于大学生态化教育的研究多从宏观角度入手，主要阐述环境与人类教育活动的交互关系，而从微观角度运用生态学理论研究某一具体课程教学问题的并不多。目前，我国高校教学中普遍存在教师教学方法单一、课堂气氛凝滞、学生学习兴趣低下等问题，这严重影响了高校外国文学的教学质量。因此，建设生态化课堂已成为高校外国文学课程改革的必然选择。

三、实现高校外国文学生态化教学的路径

教育教学之所以能够与生态学相联系，是因为教学本身就是一个完整的生态系统。“从生态学角度看，学校中的教学活动是人与环境之间的信息传递过程，是人对自然和社会环境所具有的信息的采集、编码、翻译和利用过程，也就是人和环境的对话过程。”也就是说，教学活动体现了人与环境之间的互动。同时，由于教学活动是培养人的活动，所以又体现出人与人之间的关系。因此，在大学外国文学课程的教学中，笔者结合生态学原理提出“三自、三化、三面向”的生态化教学模式。

（一）“三自”——从主导者到引导者，从被动学习者到主动研究者

在传统课堂上，教师是拥有绝对权威的主导者，而学生是被动接受知识的服从者。生态化课堂强调教师和学生是平等、和谐、互动、共生的关系，因此，应强调教学过程中的“三自”原则——“自主合作”“自我调控”“自我内省”。1.自主合作传统教学过分强调师生关系中教师的主导性，无视学生的主观能动性。而促进学生积极思考的一种教学方法就是自主合作，其包括学生自身内部的自我合作，以及学生之间个体化的合作，其中自我合作是基础，个体化合作是深化。自我合作，是指学生在课前可通过各种媒介主动探索与所学内容相关的知识，并在此基础上加强批评与自我批评，进而提出自己的观点。个体化合作，是指学生在自我研究的基础上进行集体合作研究，可采用讨论、辩论、演绎的方式，这是由外国文学课程的特殊性决定的。外国文学首先突出的是“史”的线索，其次是对重点作家作品进行分析。因此，讨论、辩论、演绎的教学方式能实现不同的学习效果。由于学生个人喜好和知识结构不同，讨论可将学生研读时发现的问题和各自的观点呈现出来，从而拓展思维。辩论，是比较集中的对一个或几个争议较大的观点进行深入探讨，其有助于加深对问题的理解。演绎，是对作品进行外化形式的反馈，外国文学作品体裁中最具操作性的就是戏剧、散文和诗歌，教师可将课堂变换为舞台，让学生化身演员或者朗诵者，以使其更好地理解作家的创作思想和人物的心路历程。2.自我调控在传统教学中，教师会在课前明确设立总的教学目标和教学内容，即要求所有学生接受统一的教学内容，采用统一的思维方式，得出相同的结论，这严重抑制了学生的创造性和能动性。由于外国文学课程容量大，而教学课时有限，所以外国文学生态化教学既要有教师的统筹，又要充分张扬学生的个性。教师在课前设计好总的教学目标和内容，每个学生可根据自身兴趣，从教学总目标中选取与已有研究相匹配的目标作为专题性研究目标，并自发采取不同的学习形式，收集相关信息资料，解决研究过程中存在的问题。在这种专题研究中，教师起到的是引导作用，而学生在研究过程中要不断反思对知识的理解程度、自我的思维方式及自身解决问题的能力，并及时调整研究方法，做整个研究过程的自我调控者。3.自我内省自我内省是在每一次自我调控式的研究之后，学生总结研究经验。这种经验往往包括两方面：一是对外国文学课程性质和规律更为深入的把握；二是学习外国文学课程最切合自身状况的方法。

（二）“三化”——从单一、粗暴的评价到立体人性的评价

教学评价是考量教学质量和教学效果的重要环节。传统外国文学教学中，这种评价往往单一、粗暴，主要以期末考试试卷得分为准，且试题内容往往重记忆轻能力，答案设置缺乏开放性和创造性。这种考核方式给学生带来了沉重的学习负担。而生态化教学评价是一种立体、多元、人性化的评价体系，其采用发展的眼光审视学生的动态学习过程，主张“评价主体多元化、评价内容全面化、评价方式多样化”。1.评价主体多元化评价主体多元化，即由过去教师作为单一的评价主体拓展为由众多因子参与的多元化评价。也就是说，除教师外，与教学活动密切相关的学生、学校都可以参与到教学评价中。教师和学生作为教学活动的直接参与者，其有资格对教学状况作出评价；学校作为教学活动的组织者和教学质量的监控者，也有资格对教学情况作出评价。这种多元化评价的目的只有一个，即促进教师和学生的全面发展。2.评价内容全面化在外国文学教学中，教学内容的设置较为丰富，所以教学内容的评价也需要全面，即不仅要对学生基础知识的掌握情况进行评价，还要重视对学生分析问题、解决问题能力的评价。此外，还应对学生学习过程中人生观和价值观的自我完善做出评价，以显示学习对生命和生活的巨大指导意义。3.评价方式多样化评价主体和评价内容的多元化，必然带来评价方式的多样化。教学评价不应局限于试卷的得分情况，而应通过观察学生对问题的研讨情况对学生的学习能力作出评价。另外，在教学过程中，应注重采用学生自评和互评相结合的评价方式。

第2篇：外国文学专题研究范文

关键词：应用型人才培养目标；调整课程体系；专业应用型人才

汉语言文学专业是传统中文系中的一个专业，被人们誉为文科的万能专业，毕业的学生供不应求，可以从事工矿企业的很多工作。但随着学科门类的增多，专业的竞争压力越来越大，人才市场开始倾斜。导致这一现象的原因是传统汉语言文学专业人才培养体系缺乏实用性。所以，笔者从以下几个方面谈一谈汉语言应用型人才的培养。

一、定位应用型人才培养目标

笔者认为，顺应时代和就业的需求，把汉语言文学专业人才培养目标定位到综合应用型人才上。应用型人才就是要有过硬的写、说能力，还懂得编辑与制作，将语言文字传播、影像传播和网络传播融会贯通，才能适应岗位的需要。

二、调整传统汉语言文学专业课程体系

1.基础课程。可开设教师职业综合技能训练、语文课件制作、语文教学艺术、语文教材篇目研究与教学设计、现代职业礼仪、演讲与口才等课程。

2.提升课程。可开设现代汉语语法专题研究、现代汉语虚词研究、修辞学研究、文字学、音韵学、文献学、逻辑学、汉语语法学史、中国语言学史、国外汉学研究、中国古代文学专题、唐诗宋词、明清小说研究、中国现代文学专题、中国当代文学专题、影视艺术欣赏、杂文创作艺术论、外国文学专题等类课程。

3.应用行文课程。培养学生从事机关文员工作能力。设置应用写作、秘书学、行政法学、编辑与采访、公共关系学、新闻采访与写作、摄影摄像基础知识、公务员基础知识管理学、广告学、人力资源管理、档案管理学、办公室礼仪等课程。

三、汉语言文学专业应用型人才培养之我见

1.全程辅助职业规划。大学一年级，介绍就业工作的相关概念和基本常识，引导学生树立正确的就业观和成才观。大学二年级深化就业观教育，帮助他们分析就业形势，引导学生积极锻炼就业必备的素质和技能，夯实基础。大学三年级帮助学生分析职业去向，根据学生的不同选择通过专题讲座、报告会、个别辅导等形式分类指导。大学四年级让准备就业学生重点学习就业相关课程和参加专业技能实践。

2.理论联系实际。在汉语言文学专业人才培养过程中，将“听、说、读、写、摄、录”能力训练落实在课程教学过程中，采取理论联系实际的做法，使学生在实际的工作中得到充分锻炼，增强能力，以适应、胜任社会上各种工作。

参考文献：

第3篇：外国文学专题研究范文

汉语言文学专业被誉为文科的万能专业，毕业生能够从事与社会人文领域相关的全部工作，但是随着市场化竞争的日益激烈，汉语言文学专业的就业形势不容乐观。主要原因之一就在于汉语言文学专业的人才培养体系缺乏应用性，而人文应用型人才是指掌握一些实用技能及相应人文知识的人才，集应用性与人文性于一身,秉受人文精神，希望能够基于精神层面来对世界和社会予以改造，从而更好地为我国的文化建设、经济建设、社会建设服务。本文就汉语言文学专业人文应用型人才培养模式进行探究。

2、汉语言文学专业人文应用型人才培养目标定位

从目前来看，各个行业、各个部门之间的交流与融合日益增多，单纯的汉语言文学专业毕业生已经很难满足社会的需要，这就要求我们要深入研究汉语言文学专业的人才培养目标，重新定位。基于不同行业、不同部门对于汉语言文学专业人才的需求来形成具有特色的培养模式。与此同时，汉语言文学专业毕业生还应该具有熟练运用现代媒体的能力，以及过硬的听说读写能力，融合多种知识，只有这样，才能够有效地满足社会的发展需要。

3、汉语言文学专业人文应用型人才培养模式的构建措施

3.1合理设置人文应用型课程体系

基于市场经济的要求，应该要为汉语言文学专业学生建立起灵活多样、厚基础、因材施教、多方向的培养模式，实行“基础课程+提升课程+应用行文课程”三结合。

（1）基础课程基础课程的主要目的在于培养学生从事语言教育科研和语言教学的能力，可开设演讲与口才、现代职业礼仪、基础教育课程改革、语文教学艺术、教师职业技能训练、教育研究方法、语文教材篇目研究与教学设计、语文课件制作、教师发展研究等多门课程。

（2）提升课程提升课程的主要目的在于升造学生的综合能力，训练科研能力，提升专业理论，可开设外国文学专题、杂文创作艺术论、现代汉语语法专题研究、唐诗宋词、音韵学、现代汉语虚词研究、中国当代文学专题、修辞学研究、中国古代文学专题、文字学、中国语言学史、国外汉学研究、文献学、影视艺术欣赏、汉语语法学史、中国现代文学专题、明清小说研究、逻辑学等多门课程。

（3）应用行文课程应用行文课程的主要目的在于培养学生从事机关文员的工作能力，可开设办公室礼仪、档案管理学、新闻采访与写作、应用写作、人力资源管理、公务员基础知识管理学、秘书学、广告学、行政法学、公共关系学、编辑与采访等多门课程。

3.2以社会需求为导向，扎实推进教育教学改革。

务必要坚持立足地方、面向基层，积极推进汉语言文学专业人才培养模式改革，结合社会、市场及行业发展需求突出培养特色，深化学分制改革，完善选课制、弹性学制，研制适应市场需求的人才培养方案，实施校地合作、校企互动的实践教学模式，不断加强与地方政府、企业的全面联系与深度合作，使汉语言文学专业人才培养更符合社会需求，提高汉语言文学专业毕业生就业核心竞争力。

3.3广建基地，深挖功能

为了进一步加强校地合作，拓展专业实习和就业渠道，进一步提升汉语言文学专业学生的人文应用性，各高校应该应该要多与企业、地方合作建立起一批学生容纳能力强、专业对口性强的汉语言文学专业实习基地，倡导和鼓励大学生将实习与就业结合起来，避免为实习而实习，强调实习是就业的敲门砖，与此同时，还可以邀请实习基地领导来学校作就业指导讲座。一方面加大与实习单位产学研的合作，另一方面帮助.汉语言文学专业学生感受就业氛围，调适就业心态，树立正确就业观念。

第4篇：外国文学专题研究范文

【关键词】汉语言文学；应用型人才；培养建议

1 引言

汉语言文学专业是传统中文系中最常设的一个专业，也被誉为文科的万能专业，毕业的学生供不应求，可以从事社会人文领域的很多工作。但随着学科门类的增多，专业的细化竞争压力越来越大，人才市场开始倾斜。导致这一现象的一个本身原因是传统汉语言文学专业人才培养体系缺乏应用性的缺陷，加强汉语言文学专业的应用性是汉语言文学专业改革的一大问题。

2 汉语言文学专业人才培养中存在的问题

传统的汉语言文学专业人才培养目标不清晰；教学内容重纯文学，然而经济、政治、哲学、法律内容偏少是汉语言文学专业人才培养模式比较集中的问题。

2.1 培养目标不清晰：

汉语言文学专业曾以其深厚的文化积淀一度非常辉煌，学生能够拥有稳定的职业，一度拥有很强的文化优越感与专业自豪感，近几年随着高等教育的大众化，汉语言文学专业失去了过去的专业优势。

再加之社会对人才的需求发生了巨大变化，但很多高校依然抱着传统优势专业意识，未及时调整培养目标，找准定位，更没有考虑就业市场的实际需要，培养的学生与社会实际需求形成反差。造成学生知识面狭窄，并产生强烈的厌学情绪，优势专业成为了劣势专业。

2.2 教学内容重纯文学轻社会学：

教学内容是对教学计划的具体落实，也是实现人才培养目标的具体步骤。因而教学内容的设置必须科学、合理、切实可行。然而，在汉语言文学专业教学内容大多是文学史、文学概论、文学作品等，教学内容脱离了社会，远离政治、经济、法律、哲学社会学科，影响学生综合素质的培养。学生毕业后与社会格格不入，脱离实际，只会做文字游戏。

教师所教、学生所学，都是闭门造车，对于热点的生活，广阔的实践，基本没有接触。思维方式和写作方式都陈旧落后，极大地约束了学生的创造力和想象力。

3 应用型人才培养目标定位

顺应时代和就业的需求，把汉语言文学专业人才培养目标定位到综合应用型现代化人才上。当代社会各部门和行业之间的融合渗透越来越多，单纯的汉语言文学工作者已经不能满足各个部门和行业的要求。这就要求我们在人才培养目标上要进行深入研究，重新定位。根据不同行业、领域对人才规格的需求，重应用，对专业进行分流，形成基础加特色的培养模式。另外随着现代化媒体技术的发展，熟练运用现代媒体，也是不可或缺的。现代汉语言文学专业培养出来的学生就是要有过硬的写、说能力，还懂得编辑与制作，将语言文字传播、影像传播和网络传播融会贯通，才能适应社会的发展需要。

4 汉语言文学应用型课程体系设置

根据汉语言文学应用型人才培养目标，实行厚基础、多方向、因材施教、灵活多样的育人模式，建立适合学生自主学习的教学新体系，对传统汉语言文

学专业课程体系进行重新调整。

4.1 基础课程：

培养学生从事语言教学和语言教育科研的能力，是一个应用型模块。主要开设语言教育提高系列课程，设置了基础教育课程改革、教育研究方法、教师发展研究、教师职业技能训练、语文课件制作、语文教学艺术、语文教材篇目研究与教学设计、现代职业礼仪、演讲与口才等课程。

4.2 提升课程：

主要提升专业理论，训练科研能力，着眼于学生升造。可开设现代汉语语法专题研究、现代汉语虚词研究、修辞学研究、文字学、音韵学、文献学、逻辑学、汉语语法学史、中国语言学史、国外汉学研究、中国古代文学专题、唐诗宋词、明清小说研究、中国现代文学专题、中国当代文学专题、影视艺术欣赏、杂文创作艺术论、外国文学专题等类课程。

4.3 应用行文课程：

开设应用行文相关的理论、实务、实践系列课程，培养学生从事机关文员工作能力。主要设置了应用写作、秘书学、行政法学、编辑与采访、公共关系学、新闻采访与写作、公务员基础知识管理学、广告学、人力资源管理、档案管理学、办公室礼仪等课程。

5 汉语言文学专业应用型人才培养建议

5.1 全程辅助职业生涯规划：

在大学一年级利用新生入学教育契机向学生灌输职业规划的理念，介绍就业工作的相关概念和基本常识，引导学生树立正确的就业观和成才观，指导学生制订大学四年规划。对二年级则进一步深化就业观教育，帮助他们分析就业形势，调整完善职业生涯规划，引导学生积极锻炼就业必备的素质和技能，夯实基础。大三这个年级阶段我们应注重分类指导，帮助学生分析几种职业去向，是深造读研，当公务员还是企事业单位工作者，或是自己创业？根据学生的不同选择通过专题讲座、报告会、个别辅导等形式集中资源优势进行分类指导。到了大四进行考研与就业分流，对考研学生重点进行学科纵深教育，对准备就业学生重点学习就业相关课程和参加专业技能实践。

5.2 增加实践环节：

在汉语言文学专业人才培养过程中，要特别注意学生应用实践能力的培养和训练。除了课程设置科学合理，各门课程都要围绕这一主旨有重点地训练学生某方面的能力外，最重要的就是强化实践环节，使学生在实际的工作中得到充分锻炼，增强能力，以适应、胜任未来的工作。

从大三开始分专业方向，根据学生的兴趣爱好和将来的就业意向，在所开设的课程中添加实践内容。将“听、说、读、写”能力训练落实在课程教学过程中，如公务员、教师方向的，其秘书学、行政管理学、中学语文教学法等课程的教学，设置三分之一的实训课程，主讲教师一边讲理论，一边带学生到实习基地观摩、见习、实习，从而真正做到理论联系实际，通过见习、实习让学生查找理论学生中的不足，在后续的课程学习中加以弥补。

依托实验室优势，强化学生办公、制作等操作实践，培养学生“做”的能力。让学生能够充分的参与到每一个实验中去。进一步强化学生办公技术和制作等方面的动手能力。

参考文献

第5篇：外国文学专题研究范文

2004年以来，“大学语文”一直作为我校大一各理工科学生的选修课30学时和各文科学生的必修课45学时，自2005年起，学校将“大学语文”列入基础平台。在2006年中央公布的《国家“十一五”时期文化发展规划纲要》指出“高等学校要面向全体大学生开设中国语文课”后，“大学语文”被学校确定为学生的通识平台必修课。而2010年起，学校明确“大学语文”课时的开设统一为30学时。从上可知，“大学语文”经历了从选修课到必修课的阶段，课时也从理工科专业30学时，文科专业45学时调整到不分文理统一为30学时。随着学校这一政策的调整，为了更好地发挥“大学语文”在培养学生的人文素质和审美修养方面所起的作用，作为承担该课程教学任务的人文学院中文系也进行了相应的教学内容调整和教学改革。2005年9月中文系召开“大学语文”专题讨论，围绕“大学语文”作为基础教学平台课程制定相应的教学实施方案。2008年8月－11月，课程组根据人文学院中文系学科建设与课程规划的要求，为配合大学语文教学开展与精品课程建设，在范崇高老师的组织下，先后5次召开了《大学语文》教材编写会，并有效地组织相关教师开展了教材的编著工作。2009年9月起，我校大一新生全面开始采用这部教材。

二.大学语文”教学中存在的问题及原因分析

由于“大学语文”课程理念不断的改革，由于学校对于“大学语文”政策的不断调整，特别对于理工院校“大学语文”任课教师而言，对于开设这门课程的终极目的把握不够准确，认识有些模糊，因此在教学中存在以下问题：

1.“大学语文”教学整体把握不够好

由于受传统“国文教学”思想和“补课”思想的影响，一些教师注重讲授文选中的基础知识如《论语》、《孟子》等选篇，侧重给学生讲授字、词、句的意思和用法，相对忽视孔子等先人思想的介绍，更少联系实际对学生进行思想、道德、文化层面上的熏陶和审美教育。此外，在四川理工学院“大学语文”开设在大一并且只开设一学期，总课时为30学时。由于课时太少，教师多是选讲教材中少部分作品，而对于中国现当代文学中的经典文章，外国文学中的优秀作品，分析介绍不够，同时忽略了汉语基础、应用写作的讲解。因此，造成了对语文教学的整体性把握不够好，忽视了理工科学生对于“听、说、读、写”训练的需求。

2.对“大学语文”课程教学的把握不够完美

目前，学校“大学语文”的任课教师都是“兼”课教师，他们普遍担任着汉语言文学专业的专业课，他们专业也各不相同，如古代文学、古代汉语、现代汉语、写作、中国现当代文学、外国文学、文艺美学等等。专业课要求教师对本学科的知识要扎实、深厚，这一点教师们都能做到，但相对而言，教师对其他学科知识了解则较少，更谈不上深入。而“大学语文”是一门综合性强、难度系数大的课程，它涵盖了古今中外的经典名篇，汇聚了各种文化元素，讲授“大学语文”教师们普遍感受，讲到自己熟悉的专业学科时，得心应手，讲到自己不熟悉的专业学科时，则感到力不从此心，捉襟见肘。因此，教学方法显得单一、机械，教学艺术更为一般。

3.教学理念滞后，课堂教学方法和效果良莠不齐

现代社会在判断教育的价值上更多注重于强调培养人才的创新性、人际交流的建设性、身心发育的协调性，那么具体课堂教学的理念应该有新变化。而现在大学语文教学课堂上，仍然存在着单一理论讲授为主的教学方法，教师滔滔不绝的讲、面面俱到的教，没有充分运用讨论式、启发式、互动式的教学手段，没有真正把学生作为学习的主体，没有充分发挥他们的主体积极性。同时对于理工科学生，他们的语文基础存在着个体差异性，整体水平普遍不高，没有灵活多样的讲授形式更无法吸引学生的对语文的兴趣，“大学语文”课堂往往成为他们学习高等数学、英语、计算机之地。

三.改进“大学语文”教育教学的思路、方法

目前，学校越来越重视“大学语文”在培养学生的人文素质和审美修养方面所起的作用，作为承担该课程教学任务的人文学院中文系也将之列入为其重点建设的课程之一。因此，针对上述现状本文有如下几点思考。

1.找准“大学语文”课程定位

学校开设“大学语文”课程，到底要让学生得到些什么？这是问题的关键。虽然从上到下，都在践行“文化素质”的目的，但由于我们任课教师在潜意识里的“专业”色彩过于浓厚，总是自觉不自觉地将汉语言文学的专业特色灌注其间：教语言课的老师重在字词句的讲解，教文学课的老师重在作品艺术特色的分析，教理论课的老师重在审美教育。所以，“大学语文”课程的教学，首先应“定好位”，找准了定位，才可能编写出行之有效的教材和适合学生实际情况的教学方法。教育部高教司颁布的《大学语文教学大纲》中指出：“在全日制高校设置大学语文课程，其根本目的在于：充分发挥语文学科的人文性和基础性特点，适应当代人文科学与自然科学日益交叉渗透的发展趋势，为我国的社会主义现代化建设目标培养具有全面素质的高质量人才。”因此，“大学语文”在理工院校的定位是通过对“大学语文”课程的学习，一方面可以扩展学生的知识面，使他们能正确地熟练地使用祖国语言，提高自身的思维表达能力、阅读分析鉴赏能力与写作应用能力；另一方面，可以帮助学生吸收人类优秀文化成果，培养学生的人文精神，增强人的尊严和使命感，更加有助于学生树立崇高的理想和人格，促进人际关系的和谐发展，正确认识人类共同发展的需要与追求等社会生活中的重大问题，确定自己的人生追求和价值标准。

2.因材施教，注重实效

在四川理工学院“大学语文”课程的开设对象，主要是理工、经管、政法、艺术类等非中文专业的大学一年级学生。针对理科生教学时，应发挥理科生的长处，侧重理性分析，也应针对理科生的短处———汉语言基础知识不够牢固、表达不够清楚、流畅、等问题进行基础知识的训练，同时，更重要的是许多理科生喜欢做数理化的练习题，而疏于中外文学作品的阅读。因此，在教学中应重点引导他们阅读作品，并用作品中所蕴含的深厚的人文精神去引导、教育学生，让他们感受到人类精神财富的魅力，受其熏陶，从而陶冶自己的情操，培养自己的素质。针对艺术类学生教学时，首先要了解学生的实际情况。一般来说，艺术类学生的文化基础普遍不够扎实、显得薄弱，但他们内心充满着对生活的欲望，热情活泼，敏感极端，有一种表现欲，如给他们讲一些理论知识、专家观点学生多半不会感兴趣，但如能联系实际，讲“仁义礼智信”在今天的意义，现代大学生如何做一个具有仁慈仁爱精神、讲究道义、懂礼貌、有智慧、讲诚信的现代君子，也许学生更易接受理解。

3.以能力提升为基，促进“大学语文”理论教学内容的实践化转向

第6篇：外国文学专题研究范文

Jane Eyre is a piece of autobiographical fiction. It is Charlotte. Bronte’s first novel published in 1849. The novel creates a female image who is against social pressure with rebellion and independence. It is filled with love， passion and reason， and maintains its unique artistic charm. This thesis analyzes some major characters in the novel and takes a lot of examples to show the author’s meaning and reflect the theme. This kind of description makes the figure a real person with blood and flesh. It also reflects the author’s resistant spirit. The Heroine of Jane Eyre， a plain and little girl， lives under traditional pressure to pursue for independence and love loyalty. This thesis analyzes her personality. Under her adamancy and self-respect， she literally has got a fiery heart for her love. Furthermore， the thesis tells us the Heroine’s love standpoint that the love should rely on the independent economy and should be equal in their spirit for both the lovers.

Key Words

Love; self-respect; rebellion; women consciousness

摘　要

《简.爱》是一部自传体小说，它是夏洛蒂.勃朗特的第一部长篇小说。作者以第一人称的自叙手法，为我们描述了一个反抗社会压力，充满反叛和独立精神的女性形象。小说以其独特的艺术魅力，展示其充满爱、激情与理性的深刻内涵。本文分析了文本的主要艺术形象，通过一系列例证揭示了作者的意图和文本反映的主题。这种描述使文本人物形象丰满，有血有肉，同时揭示了作者隐含在文本中的反叛思想。朴实的女主人公简.爱，在传统的社会压力下，追求着自己的独立和忠实的爱情。本文透过女主人公坚强自尊的性格特点，探秘在其内心深处的炽热爱情，揭示女主人公追求经济的独立，精神上男女平等的爱情观。

关键词

爱情；自尊；反叛；女性意识

Introduction

Charlotte Bronte was born in a Priest’s family in York Shire in 1816. Her mother died when she was five years old， but her father was an intellect， he often taught his children to read books and magazines and told stories to them. Charlotte was interest in literature， so when she was very young， she was sent to a boarding school and when she was 15， she went to another school to study. In order to support her family， she became a teacher. In 1847， she published her novel Jane Eyre， the novel was a great shock at that time and made her successful. She died in 1885.

Jane Eyre is a great novel that it is an important position in the history of British literature. And it has been translated into various languages and adapted for movie， readers all through the world. The period when Jane lived corresponds with the time of Queen Victoria’s ruling. Victoria who ruled over the British Empire for more than 60 years was a well known queen in English history. The period has been generals regarded as one of the most glorious in the English history.

Jane Eyre has the deep romantics color and has also depicted the actual life novel. The novel begins with Jane in the uncle’s house pass her childhood， she is packed off to a charitable boarding school and Jane sets herself to learn. She becomes a teacher; she is employed as governess of the French daughter of Rochester in his country mansion， Thornfield. In the place she has her own love. When they come to a marriage， Jane has discovered that Rochester has a mad wife who is hidden in that house. Jane doesn’t want to be Rochester’s mistress and leaves Thornfield. She is rescued by the Rivers family. When Jane proposes marriage by John River， Jane knows John Rivers in order to undertake missionary work， so Jane refuses John River’s courting. Then Jane gains a large amount of inheritance from her uncle who she has never known. She returns to Thornfield， but the house has been destroyed by a fire started by the mad wife. She finds Rochester， blind and alone. Then they marry and find happiness together.

I. Jane Eyre’s Personality

A. Jane Eyre’s Adamancy

1. Jane Eyre’s Life at Her Aunt’s Home

Orphaned as an infant， Jane Eyre lives with at Gateshed with her aunt. Sarah Reed. When she is ten years old. Her cousins， Georgiana and Eliza do not love her. Their brother， John， is more blatantly hostile to Jane， reminding her that she is a poor dependent of his mother. One day he is angered to find Jane reading one of his books， so he takes the book away and throws it at her. Finding this treatment intolerable， Jane fights back. She is blamed for the conflagration and sent to the red-room， the place where her kind Uncle Reed died. In this frightening room， Jane thinks she sees her Uncle’s ghost and begs to be set free. Her aunt Reed refuses， and remains Jane in her prison until she learns complete submissiveness. When the door to the red-room is locked once again， Jane passes out. She walks back in her own room， with the kind physician， Mr. Lloyd， standing over her bed. He advises Aunt Reed to send Jane away to school， because she is obviously unhappy at Gateshed.

Her aunt agrees it. All things are very smooth， but Mrs. Reed tells Mr.Brocklehurst that Jane is a lying child. These things do not strike Jane down， she is very firm， she knows there is somebody to love her. The author shows her rebellious spirit through her words and deeds.

2. Jane Eyre’s School Life

Jane is sent to Lowood School， a charity institution for orphan girls， run by Mr. Brocklehurst. A stingy and mean-hearted minister， Brocklehurst provides the girls with starvation levels of food， freezing rooms， and poorly made clothing and shoes. He justifies his poor treatment of them by saying that they need to learn humility and by comparing them to Christian martyrs， who also endured great hardships. Despite the difficult conditions at Lowood， Jane prefers school to life with the Reeds. From Miss Temple， Jane learns proper ladylike behavior and compassion， from Helen she gains a more spiritual focus. The school’s damp condition， combined with the girls’ near-starvation diet， produces a typhus epidemic， in which nearly half the students die， including Helen， who dies in Jane’s arms. Following this tragedy， Brocklehurst is deposed from his position as manager of Lowood， and conditions become more acceptable. Jane quickly becomes a star student. And after six years of hard work， she becomes an effective teacher. Following two years of teaching at Lowood， Jane is ready for new challenges.

At Lowood school is full with fresh and curious， at the same time she worries it very much .In here Jane has a best friend that she is Helen. When Helen is punished to stand up in people’s centre in room， Jane feels the thing makes Helen lose face， but Helen says “yet it would be your duty to bear it， if you could not avoid it， it is weak and silly to be required to bear.”① But Jane is not understood and endured， Helen thinks “love your enemies; bless them that curse you; do good to them that hate your and despitefully use you.”② The thing explains Helen’s weakness， she does not dare compose out to self unfair thing resisting， is able to go to endure.

Jane’s worrying that it has finally appeared， Mr. Brocklehurst comes to school， that he says Jane is a lying child， she is punished to stand on the stool at the head， do not allow anybody speak to her. Jane is crying， but she does not give up， she believes that somebody believes that she is innocent. She wins ultimately everybody’s respect and love.

At school， Jane’s personality is more pronounced resistance， and contrast to her friend’s patient compliance. As the novel progresses， she grows in strength. She distinguishes herself at Lowood School because of her hard work and strong intellectual abilities. Life in Lowood Orphanage may be much more courage and determination to struggle for her right.

3. Jane Eyre Looking for a Job in the Town

Jane leaves Thornfield Hall. She has been rescued by St. John. She speaks: “I will be a dressmaker; I will be a plain-workman; I will be a servant， a nurse-girl， if I can be no better，” Mr. St. John says: “Right， if such is your spirit， I promise to aid you， in my own time and way.” ③ St. John offers Jane a humble job as the schoolmistress for the poor girls in his parish at Morton. Jane works in this very joyful place and she likes there.

“I felt I became a favourite in the neighbourhood. Whenever I went out， I heard on all sides cordial salutations， and was welcomed with friendly smiles. To live amidst general regard， thought it be but the regard of working people， is like sitting in sunshine， calm and sweet， serene inward feelings bud and bloom under the ray. At this period of my life， my heart far oftener swelled with thankfulness than sank with dejection.”④ All this things show Jane’s personality， self-improvement.

B. Jane Eyre’s Self-respect

1. Jane Eyre Meeting with Mr. Rochester

At Thornfield， a comfortable three-story country estate， Jane is warmly welcomed. She likes both her new pupil， Adèle Varens， and Mrs. Fairfax， the housekeeper at Thornfield， but is soon restless. One January afternoon， while walking to Millcote to mail a letter， Jane helps a horseman whose horse has slipped on a patch of ice and fallen. Returning to Thornfield， Jane discovers that this man is Edward Fairfax Rochester， the owner of Thornfield and her employer. He is a dark-haired， moody man in his late thirties. Although he is often taciturn， Jane grows fond of his mysterious， passionate nature.

From the first meeting with him， we can see Jane’s position as a helper in Mr. Rochester’s mind. When one afternoon she is on her way to the post office， Jane meets with Mr. Rochester unexpectedly. And after， she offers him help several times since he falls from his horse， Mr. Rochester still ‘had hardly turned his eyes in Jane’s direction before’. From this sentence we can see that Mr. Rochester is very haughty， he is not a man who is amiable and easy to approach. In my opinion， as an ordinary person， we should express our good manners to a stranger if others offers us help， but Mr. Rochester shows his ideas quite different. From their first meeting unexpectedly， Mr. Rochester knows the girl who helps him out of the trouble on his way to his home Thornfield is his governess. However， let’s see how our hero- Rochester’s attitude to Jane at his own home as a master. One evening when she is told at last by Mrs. Fairfax to have tea with Mr. Rochester in the drawing-room， Jane regards his first invitation as a ceremony and prepares it stately.

From these statements above， it’s not difficult to see Mr. Rochester is a haughty and indifferent man either to his servant or to a person he does not know much perhaps as far as he is concerned， he has nothing to say to his employees except giving them orders because he does not think his employees have the same languages to talk with. As we know， he is a bachelor and he has traveled many nations of the world. Not only the knowledge but also the experiences can make him superior to them. So he seems to look down upon any persons in his home.

Take one meeting as an example. They talk about gift and Jane’s answer is that: “sir， you have now given me my ‘cadeau’; I am obliged to you ‘it is the meed teachers most covet-praise of their pupils’ progress.” ⑤ Here shows Jane’s self-respect.

2. Jane Eyre Falling in Love with Mr. Rochester

Mr. Rochester and Jane fall in love concerns and have revealed a lot of problem of United Kingdom society and tell to reader: What is the amatory basis? How gain happy marriage? What position should the woman have in the family?

Love is the most beautiful characteristic of human beings’ life and love can not be measured by one’s status， power or property. In most inpiduals’ life， people like to seek a meaningful， romantic relationship resulting in love， commitment， companionship and happiness. In my opinion， it is most important that a man and a woman have heart and feelings that find a perfect response， and also have mutual affinity. Shakespeare says: “the course of true love never runs smooth.” Jane and Rochester get true love after a lot of sufferings. Jane loves Rochester deeply always-from the beginning to the end. There should be no distinction of property， rank or age in true love. Jane falls in love with Mr. Rochester. He who has rich experience and wisdom is softhearted， wealthy and in high rank as well as having pride and rudeness. Jane loves him， but not for his wealth and high rank， because he treats her equally and in a friendly manner， although she is poor and in low position. She is such an excellent girl， good， intelligent， considerate that Rochester is attracted by her. It is Jane but not someone else who Rochester loves.

In order to lead a life of independence， Jane works as a governess at Thornfield Hall. She is looked down upon by the rich ladies of the fashionable society， but she never despises herself， she never feels herself inferior. She is satisfied with， and even proud of her honest， independence work. Rochester is attracted to her qualification of mind， courage， independence， and strong personality， and falls in love with her. But it is Jane Eyre who declares her love to Rochester before he makes his sentiment clear to her，“Do you think， because I am poor， obscure， plain， and little， I am soulless and heartless?” she cries， “You think wrong!- I have as much soul as you，- and full as much heart! And if god had gifted me with some beauty， and much wealth， I should have made it as hard for you to leave me， as it is now for me to leave you. I am not talking to you through the medium of custom， conversation， nor even of mortal flesh;-it is my spirit that addresses your spirit; just as if both had passed though the grave， and we stood at God’s feet， equal，-as we are!”⑥ Here， “equal” is the word， she loves Rochester just because he regards her as a human being， or more importantly， as an equal person. Equality is what she strives for， and in him she finds what she strives for. It shows that Jane is not very mature in mind. Without Rochester， her material life can’t be affected， but she can’t part from Rochester in spirit and emotion. Rochester wins Jane’s heart， because she feels they are kindred spirits， and because he is the first person in the novel to offer Jane lasting love and a real home.

Jane is honest， noble， pure， intelligent not to accept contaminating of common customs society， she has accepted his love just now， and has agreed to get married with Rochester.

3. Jane Eyre Deviating from Mr. Rochester

Finally， they can get married， but it is not smooth. At this time Mason appears to wedding， he speaks Mr. Rochester has a wife and she lives in the Thornfield Hall， (this women is that the crazy woman frequently appears to look like ghost).When Jane knows all things， she feels embarrassed very much， but she decides to leave there.

If she leaves， she can retain her self-respect; if she stays， she will become Rochester’s mistress. Finally， she decides to leave Thornfield Hall. Because living with Rochester as his mistress means the loss of her dignity.

Rochester’s oppression does not come from the fact that Rochester wants to marry Jane without telling her his mad wife’s story. Here the point is that Rochester’s love oppresses Jane and jeopardizes her independence. Jane knows， facing Rochester， she is no longer as independent as before. Jane’s heart is always in a state of intense struggle. Her willing devotes herself to Rochester， but she still tries to grasp her own soul. When the secret is discovered， Rochester hopes that Jane can go with her in the name of love. Jane is nearly shaken. After all， she keeps her inpidual soul.

Why does Jane leave? In my opinion， when he meets Jane， Rochester is planning to change his lifestyle. Giving up his wild， dissipated life on the continent， he’s searching for freshness and freedom. Rochester’s goal is self-transformation， a reformation to be enacted through his relationships with women. Longing for innocence and purity， he wants Jane to be the good angel in his life， creating new harmony. Despite these desires for a new life， Rochester is still caught in a web of lies and immorality: He attempts bigamy and then tries to convince Jane to be his mistress. He also tries to objectify Jane by clothing her in expensive satins and laces， leaving her feeling like a “performing ape.” Although Rochester has critiqued Blanche Ingram and Céline Varens for their materialism and superficiality， here he seems to be mimicking them. Rochester’s passions and materialism need to be disciplined before he can be the proper husband for Jane.

4. Jane Eyre Refusing Mr. St. John River’s Courting

St. John Rivers is cold， hard-hearted， and repressed. His handsome appearance indicates moral and intellectual superiority-he has “a straight， classic nose; quite an Athenian mouth and chin”- and contrasts with Rochester’s more rugged features. Although St. John initially appears perfect， Jane soon detects a restlessness or

hardness under his seemingly placid features. He is “no longer flesh， but marble” and his heart seems made of “stone or metal.” His reserve and brooding suggest a troubled nature， and his zealous Christianity offers him neither serenity nor solace. St. John’s feelings about Christianity are revealed in his sermons， which have a “strictly restrained zeal” that shows his bitterness and hardness. While Rochester vents his passions， St. John represses his. The iciness of St. John’s character is most pronounced in his relationship with Rosamond Oliver. Although he “flushes” and “kindles” at the sight of her， St. John would rather turn himself into “an automaton” than succumb to Rosamond’s beauty or fortune. His ambition cuts St. John off from all deep human emotions. St. John would like to have been a politician， a poet， or anything that could have offered him glory， fame， and power. His solution is to become a missionary， a position that will require all of these skills.

In Jane’s point of view， John is selfish and cold-blooded. John decides to travel to India as a missionary and he asks Jane to go with him as his wife. Jane agrees to go to India but refuses to marry her cousin because she does not love him. Or we could say St. John plans to become a missionary in India. He tries to convince Jane to accompany him， as his wife. Realizing that St. John doesn’t love her but just wants to use her to accomplish his goals， Jane refuses his request， but suggests a compromise by agreeing to follow him to India as a comrade， but not as a wife. She has finally refused St. John. River’s courting.

Women are not acting a role that society appoint to them， women should throw their own endeavor， pursue to equal in the economy， marriage， character and society position.

II. Jane Eyre’s Love and Its Reflection

A. Jane Eyre’s Love

The oppressor Jane has is Mr. Rochester， most writers agree that the theme of Jane Eyre is the search for love. Lawerence has said，” The novel is revolutionary in its treatment of love.”

True love is very important to Jane. Jane immediately leaves Moor House to search for her true love， Rochester. She discovers Thornfield a burned wreck， just as predicted in her dreams. From a local innkeeper， she learns that Bertha Mason burned the house down one night and that Rochester lost an eye and a hand while trying to save her and the servants. He now lives in seclusion at Ferndean.Jane immediately drives to Ferndean. There she discovers a powerless， unhappy Rochester. Jane carries a tray to him and reveals her identity. The two lovers are joyfully reunited and soon marry.

In my opinion， the following words show her inner mind: “Do you believe I am one automation machine? Does not one have the affection machine? Can let my mouth a piece of bread comply with me; splash away in the cup let my drop of water comply with me? You think because of I am poor， low and unbeautiful， I do not have soul? You have mistake! --- My soul and you are the same; my heart completeness also with you is the same! If God give me a little beautiful and wealth， I will let you feel being difficult to leave me， you are same as like I am difficult to leave. I am really not to pass convention， even not by the human body of ordinary person with talk about you--- but my spirit is speaking in the spirit with you; like two people go through grave that we stand is equal before God's foot， because of we are equal!”⑦ Here is a dialogue: “Ah! Jane， but I want a wife” “Do you， sir “Yes; is it news to you?” “Of course: you said nothing about it before” “Is it unwelcome news?” “That depends on circumstances， sir-on your choice.” “Which you shall make for me， Jane. I will abide by your decision.” “Choose then， sir-her who loves you best.” I will at least choose –her I love best. Jane， will you marry me?” “Yes， sir.” “A poor blind man， whom you will have to lead about by the hand?” “Yes， sir.” “A crippled man， twenty years older than you， whom you will have to wait on?” “Yes， sir.” “Truly， Jane?” “Most truly， sir.” “Oh! My darling! God bless you and reward you!”⑧ Here shows their love is happiness.

B．Jane Eyre’s Rebellion

Jane is such a self-respecting， impendence and decisive woman. Although artistic and educational pursuits are essential elements of Jane’s personality， she also feels a need to assert her identity through rebellion. In the opening chapters of the novel， Jane refers to herself as a “rebelling slave，” and throughout the story she opposes the forces that prevent her from finding happiness: Mrs. Reed’s unfair accusations， Rochester’s attempt to make her his mistress， and St. John’s desire to transform her into a missionary wife. By falling in love with Rochester， she implicitly mutinies against the dictates of class boundaries that relegate her， as a governess， to a lower status than her “master.” Besides rejecting traditional views of class， she also denigrates society’s attempts to restrict women’s activities. Women， she argues， need active pursuits and intellectual stimulation， just as men do. Most of Jane’s rebellions target the inequities of society， but much of her personality is fairly conventional. In fact， she often seems to provide a model of proper English womanhood: frank， sincere， and lacking in personal vanity.

Jane’s personality balances social awareness with spiritual power. Throughout the novel， Jane is referred to as an imp， a fairy， a relative of the “men in green.” As fairy， Jane identifies herself as a special， magical creature. Connecting herself with the mythical beings in Bessie’s stories， Jane is affiliated with the realms of imagination， with the fantastic. Jane’s psychical abilities aren’t merely imaginary: her dreams and visions have a real impact on her life. For example， supernatural experiences， heralds of visions “from another world，” foreshadow drastic changes in Jane’s life， such as her move from Gateshead to Lowood， or her rediscovery of Rochester after their time apart. Thus， Jane’s spirituality isn’t a pure Christian one—in fact， she rejects many of the Christian characters in the novel， such as St. John Rivers， Eliza Reed， and Mr. Brocklehurst—but a mixture of Christian and pagan ideas. Like nature， Jane’s God is filled with bounty， compassion， and forgiveness—qualities lacking in many of the spiritual leaders she criticizes in the novel.

C．Jane Eyre’s Women Consciousness

Jane Eyre’s women consciousness is far beyond Victorian times. In 19th century， women did not have any status. They were discriminated against and conceived of as a people inferior to men. That was why Jane Eyre was criticized by some people. Lionel Stevenson said， “Jane Eyre was an intolerable renegade from all the standards of behavior expected of respectable girls.”

In Jane’s life， she never stops struggling against miserable life and misfortune. She has not noble position， an illustrious background， wealth or a beautiful appearance. The only proud thing for her is her self-respect which is supported by her self-confidence and her staunch independence. She never expects that Rochester can love her because she thinks there is a big gap between them forever. When they fall in love， Jane has to keep her self-respect and impendence in case of losing herself. What she can give to Rochester is only her love， her infatuation， her spiritual support and nothing else. However， what Rochester gives her is more than hers. He can also improve Jane Eyre’s social status and increase her wealth. This situation makes her feel that they are not quite equal and her independence is also threatened.

Jane’s women consciousness and her struggling experience set a brilliant example for the female worldwide. Her spirit encourages women to fight for liberation. Jane Eyre tells not only what an independent woman is like but also what a successful woman should do.

Conclusion

Jane Eyre is a powerful narrative with profound themes concerning genders， family， passion， and identity. It is unambiguously one of the most celebrated novels in British literature. The novel is written in the first person， and thus magnifies the central character the reader enters the world of Jane Eyre. This makes the work meaningful， especially since we know that Charlottes Bronte’s own life and experiences were so closely interwoven with the heroine’s.

Jane Eyre is poor but aspiring， small in body but huge in soul， obscure but self-respecting girl. After we close the covers of the book， after having a long journey of the spirit， Jane Eyre， a marvelous figure， has left us so much to recall and to think: We remember her striving for life， her toughness and her confidence… When we think of this girl， what she gives us is not a pretty face or a transcendent temperament that make us admire deeply， but a huge charm of her personality. The story can be interpreted as a symbol of the independent spirit. As we refer to the novel Jane Eyre， it is not surprising to find some differences because of its being filmized and retold in a new way， but the spirit of the novel remains to be an independent person， physically and mentally.

Notes

①. Bronte， Charlotte. Jane Eyre. 北京：当代中国出版社， 2002， p51.

②. Bronte， Charlotte. Jane Eyre. 北京：当代中国出版社， 2002， p53.

③. Bronte， Charlotte. Jane Eyre. 北京：当代中国出版社， 2002， p345.

④. Bronte， Charlotte. Jane Eyre. 北京：当代中国出版社， 2002， p362.

⑤. Bronte， Charlotte. Jane Eyre. 北京：当代中国出版社， 2002， p117.

⑥. Bronte， Charlotte. Jane Eyre. 北京：当代中国出版社， 2002， pp249-250.

⑦. Bronte， Charlotte. Jane Eyre. 北京：当代中国出版社， 2002， pp249-250.

⑧. Bronte， Charlotte. Jane Eyre. 北京：当代中国出版社， 2002， p441.

Bibliography

[1] Blom， Margaret. Charlotte Bronte. Boston: Twayne Publishers， 1977.

[2] Bronte， Charlotte. Jane Eyre. 1847. New York: Bantam Books， 1981.

[3] Bronte， Charlotte. Jane Eyre. 北京：当代中国出版社，2002.

[4] Eagleton， Terry. “Jane Eyre: A Marxist Study." Modern Critical Interpretations: Charlotte Bronte's Jane Eyre. Ed. Harold Bloom. Philadelphia: Chelsea House Publishers， 1987: 29-46.

[5] Harris， Laurie Lanzen. “Jane Eyre" Nineteenth-Century Literary Criticism. Vol. 3. Detroit: Gale Research Company， 1982: 42-3.

[6] McFadden， Margaret. "Critical Evaluation" Masterplots. Rev. 2nd edition. Vol. 6. Ed. Frank N. Magill. Englewood Cliffs: Salem Press， 1996: 3290-4.

[7] Mitchell， Sally. "Jane Eyre" Critical Survey of Long Fiction. Vol. 3. Ed. Frank N. Magill. Englewood Cliffs: Salem Press， 1983: 297-302.

[8] Oates， Joyce Carol. Introduction. Jane Eyre. By Charlotte Bronte. New York: Bantam Books， 1987: 5-14.

[9] Williams M. Women in the English Novel， Macmillan Press Ltd， 1984.

[10] 陈圆圆.论《简.爱》中的女性意识[J]. 湖北经济学院学校报，2007， (1).

[11] 蔡雪岚 郑英玲.浅析简.爱形象的时代意义[J]. 鸡西大学学报，2006，(6).

[12] 陈翠娟.《简.爱》爱情故事中的真善美[J]. 珠海城市职业技术学院，2006，(1).

[13] 杜荣芳.从《简.爱》中的爱情与婚姻看两性关系中女性的屈从地位[J]. 重庆工学院学报，2006，(10).

[14] 方洲.世界文学名著速读手 [M]. 北京：中国青年出版社，1999.

[15] 候维瑞.英国文学通史 [M]. 上海：上海外语教育出版社，1999.

[16] 简同.百部世界文学名著赏析 [M]. 北京：北京大学出版社，2001.

[17] 刘念兹，王化学，曾繁亭.外国作家作品专题研究 [M]. 济南：山东人民出版社，2001.

[18] 刘心武.世界文学名著.名家导读版 [M]. 北京：中国对外翻译出版公司，2006.

[19] 梁坤.外国文学名著选读 [M]. 北京：中国人民大学出版社，2002.

[20] 李宗.《简.爱》和《觉醒》中的女性主义[J]. 科技信息，2006（1）.

[21] 梅子涵.经典女孩：世界名著中的少女故事 [M]. 上海：上海人民出版社，2001.

[22] 田兆耀.西方文学鉴赏 [M]. 北京：中国广播电视出版社，2002.

[23] 陶德臻.世界文学名著选读 [M]. 北京：高等教育出版社，2002.

[24] 王守仁.英国文学选读 [M]. 北京：高等教育出版社，2005.

[25] 王婷婷.谈《简.爱》的文学渊源[J]. 昭通师范高等专科学校学报，2006，(1).

[26] 夏洛蒂.勃朗特.简.爱，黄源深译[M]. 南京：译林出版社，2001.

[27] 杨正和.外国文学名作欣赏 [M]. 北京：科学出版社，1999.

[28] 张翠萍.《简.爱》的圣经情结看其女性注意观[J].洛阳师范学院学报，2006，(1).

第7篇：外国文学专题研究范文

[关键词]大学语文；课堂教学；人文素质教育；现状问题；有效对策

1 大学语文教学中人文素质教育现状问题

1.1 教学理念不重视人文素质教育

理念是人们行为的先导。在大学语文教学中，教师的教学理念是其组织一切教学活动的指挥棒。当前，很多大学语文教师仍旧将语文学科看成单纯的工具性学科，而忽略了其在培养学生人文素质方面的重大积极作用。在调查中我们得知，当前很多大学生品鉴文学作品方面的能力十分低下，急需借助传统的经典文学教育对其进行提升与引导，并且很多大学生在人格心理及价值观念方面存在一些问题。这都反映出当代大学生人文精神与人文素质的严重缺失，必须在语文教学中对其进行有针对性的感染与熏陶，才能促进其人文素质的快速提升。

1.2 语文教师综合素质普遍不高

在大学语文教学中，人文素质教育的直接执行者是教师，其是决定教育成效优劣的核心因素。但是，在调查中我们发现，当前很多高校的大学语文教师综合素质普遍不高，主要是因为： ①大学语文学科处于边缘状态、地位十分尴尬。大学中急功近利思想盛行，在各个学科的学习中苛求立竿见影，而大学语文的学习是一个循序渐进的过程，从量变到质变需要一个较为漫长的过程，因此很多学生对其学习持以怀疑态度。再加上大学语文不像英语学科那样可增加求职的筹码，因此很多高校都尽量压缩其课时，学生的学习兴趣也十分低下。在这种情况下，一方面高校在选聘语文教师方面门槛较低；另一方面教师的教学积极性也不高，并且也不重视对自身素质的提升。②大学语文课程地位不明确。当前大学语文的独立性不足，缺乏博士点、硕士点支撑，因此教师的学术交流机会与平台也较少，大多数语文教师都没有进修与培训教育机会。因此，很多大学语文教师找不到科研与教学的结合点，逐渐丧失了做语文专题研究的意识与兴趣，从而导致自身的综合素质停滞不前，最终无法在教学中对学生进行高效的人文素质教育。

1.3 考核方式未彰显人文素质教育特点

当前，大学语文教学依然沿袭了中学语文教学的重心，过于重视“语”，而忽略了“文”的价值，这就导致大学语文课程淡化了课程的人文性与审美性。在这种情况下，大学语文考核依旧将知识考查作为重点内容，这就与素质教育理念背道而驰，从而暴露出诸多弊端。有调查数据显示，在对我国30多所大学进行调查中发现，有26所学校仍旧用书面考试作为考核学生大学语文学习成效优劣的唯一依据，并且教师设计的试题随意性很大，甚至同一个学校各个专业的公共语文课程考试题目各不相同，但是都局限于教材内容，题型也和中学基本一致。尤其需要提出的是，很多试题都是教材或讲义上的原题，没有经过任何转变，再加上很多教师为学生划重点，这就使得那些平常逃课、不认真听讲的学生即便在平常不做写作训练与延伸阅读，只要在考前突击，就能考出高分数。

2 有效应对大学语文人文素质教育问题的策略

2.1 提高人文素质教育的地位

在人文素质中语文素质处于核心地位。换句话说，捕捉到语文教育的规律，就捕捉到了人文素质教育的技巧。针对当前大学语文教学中人文素质教育处于边缘化的现状，教师应重新审视语文教学的目标与重点，在重视对学生进行基础语言能力的培养外，还应加大对其进行文学艺术方面的教育，以帮助他们形成正确的审美方法与价值观。另一方面，大学语文不仅是一门知识性学科，而且还担负着对学生进行思想道德教育的作用，因此教师在日常教学中应将“人文性”作为教学指导思想，用积极的教学理念与行为思想感染与熏陶学生，使得学生在潜移默化中不断修正自己的价值观、人生观与世界观。大学语文是一门传递文学知识与思想的学科，发挥着将人的精神引向崇高与光明的作用，所以在大学语文课堂活动中，学生不仅获得了一定的文学知识，而且在不断扩大视野，并且还逐渐提升着自身的人文素养。大学语文作为一门母语课程，其是民族和国家的灵魂，涵盖了诸多的优秀传统文化，其教学活动是培养较高人文素养、传承经典文化思想的有效途径。因此，大学语文教师应摒弃传统的教学观念，用全新的教学理念武装自己，将人文素质教育提高其应该在的新高度，并将大学语文作为培养学生人文素质的核心课程，适当加大课时量、提高学分。

2.2 提升语文教师的综合素质

教师是大学语文教学活动的引导者与组织者，其自身综合素质的高低直接影响甚至决定了教学成效的优劣。因此，为切实提高大学语文人文素质教育质量，高校就应充分重视教师素质对教育效果的巨大影响作用，并积极增强教师的综合素质。在实际操作中，高校应重视对教师如下几个方面的提升：①人格魅力方面。人格魅力涵盖耐性、宽容、赞赏、信任、真诚、关爱等。在实践中我们可发现，教师的人格魅力比空洞的说教更具感染力，其在无声无息中熏陶与影响着学生的行为方式与价值观念，甚至在学生的一生中都能产生深远影响。尤其对大学语文教师来讲，其教授的是一门文学艺术类课程，教给学生的是真理与正义，传授的是高尚的人文精神，因此自身必须具有较高的人格魅力。②积极情感方面。情感在人们的交流与交际中占据重要地位，而在大学语文教学中师生间的互动沟通是必不可少的，语文教师只有自身蕴含有丰富的情感，才能对学生的忧伤与快乐感同身受，才能具有感动学生的资本。具体来讲，大学语文教师只有对世间的爱情、友情、亲情、世情有深刻的体味，才能在日常教学中用发自内心的情感感化学生、引导学生，使得学生能够将教师作为各种真情表达的楷模，用饱满真情的思维去写作、欣赏与阅读，从而逐渐成长为富有情感的与创新精神的有用人才。③学识方面识。“学高为师”中的“学”就是指学识、知识，是大学语文教师立足的根本。教师只有拥有广博而深厚的外国文学与中国古今文学知识，才能在日常教学中旁征博引，为学生传递丰富的人文素养方面的知识，才能从多个层面激发学生的创新意识，从而为学生人文素质的提升奠定基础。

2.3 创新大学语文的考核方式

在笔者看来，全新的、科学的大学语文教学考核模式必须遵循如下三个原则： ①在全面检测学生语文“听说读写”能力的前提下，应加大对学生创新能力与人文素养的考核。这就需要教师在设计考核内容与方式时，应将“人文性”渗透其中：考核题型应给学生预留充足的选择空间，降低选择题、填空题的占比，适当增加作文、论述、分析等主观题目。通常情况下主观题与客观题的配比为7：3；在考核内容上，应尽可能减少需死记硬背的知识点，提高可反映出学生创新能力与人文素养的内容，目的是检验学生分文学作品中人文精神的能力、自我反思精神及认知自我的能力。②提高考核模式的全程性与灵活性。应将结果考核与过程考核放在等高地位，将对学生的人文素质与能力考核贯穿在教学过程的始终，降低学生的期末考试意识，将学生的学习态度、学习精神、思维能力等都作为大学语文考核对象。③取消标准答案，激励学生创新。受应试教育的长期影响，人们普遍比较重视标准答案，这就极易导致大学语文教学活动限制与扼杀掉了学生的创新灵感与创新积极性。

总之，在大学语文中加强对学生进行人文素质教育，不仅是时展的需求，而且也是高校教育的核心内容。因此，大学语文教师在对学生进行语言知识教学的基础上，还应充分重视对学生人文素质的培养教育，将大学语文课程提高到独立而重要的地位开展教学活动，并借助多种途径不断提高自身的人格魅力、思想情感，从而用自己广博的知识、散发着正能量的言行熏陶与感染学生，进而不断提高学生的人文素质与创新能力，最终切实优化人文素质教育实效。

参考文献

[1] 黄福元，赵梅赏.当前大学语文教学实施人文素质教育研究[J].语文建设，2014（12）.