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初中文学敎学大綱規定,从初二开始講文学作品的結構。这样的安排是恰当的,因为在初一講过叙述、描写、对話等作品的个別構成因素,到二年級再研究作品的整个結構,幷結学生提出“結構”这一概念,是有基础的,也是必要的。只有全面地研究了作品的結構,才能更正确而深入地了解作品的思想性和艺术性。果魯伯柯夫在《結構》中談到苏联中学文学敎学从六年級开始应該把結構分析作为一个普通的研究作品的方法,而年級越高,用这种方法的时候就越多。我想这对我們的文学敎學来說,也是有实际意义的。果魯伯柯夫又指出,結構是作品的部分与整体之間的关系,是作品的各个構成因素之間的联系,这种
The junior high school literary syllabus stipulates that the structure of literary works will begin from the second grade. This kind of arrangement is appropriate, because in the first year, I talked about the individual components of the works such as narratives, descriptions, and dialogues, and I went to study the entire structure of the works in the second grade, and I put forward the concept of “structure”. It is basic and necessary. Only by comprehensively studying the structure of the work can we understand the ideology and artistry of the work more correctly and in depth. Ruperkov in “Structure” mentioned that Soviet high school literature drop-out should use structural analysis as an ordinary research method starting from the sixth grade, and the higher the grade, the more time it will be used. I think this is also of practical significance to our literary dropout. Ruperkoff also pointed out that the structure is the relationship between the part of the work and the whole, and it is the connection between the various components of the work.