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读过“高級中学文学教学大纲草案(初稿)”、高中第一冊文学课本和第二、三冊课本的目录以后,无论从文学史的系統、目前教师的水平、学生的接受能力以及教与学的时間等方面来看,都使我感到古典文学教材有些龐杂,分量也较重了一些。下面随便举几个例子来看看。“高級中学文学教学大綱草案(初稿)”中关于“两汉魏晋南北朝的文学”那个專題,对于汉赋要求講“汉賦的产生;主要的作家和作品;这些作品的主要內容;抒情的小赋的出現。”我想,既要講汉賦的产生,就必須談談它产生的社会原因及其渊源;讲它的淵源,就得溯源到屈原与宋玉。如果有人說“离騷”完全是詩歌,宋王的“風赋”等篇又系后人的伪托,那么至少也得溯源到战国时的荀況(“汉書艺文志”說他有賦十篇,今本“荀子”中有赋篇,这大約不是后人的伪托)。大纲中没有具体提出講哪些主要的賦作家,但根据这
After reading the “High School syllabus (Draft)”, the first high school literature list and second, three textbooks directory, both from the history of literature system, the current level of teachers, students’ ability to accept and teach and Time and other aspects of learning, all make me feel classical literature some complex, weight is also a number of heavier. Here are just a few examples to take a look. The topic of “The Literature of the Han, Wei, Jin, Northern and Southern Dynasties” in the draft of the Syllabus for Senior High School Literature (First Draft), on the topic of “Han Fu,” the main writers and works, the main contents of these works, the lyrical small Fu said: “I think we must talk about the social causes and their origins of the Han fu generation. If we talk about its origins, we must trace back to Qu Yuan and Song Yu. If some people say that ”Li Sao“ is a complete poem, Song’s ”Feng Fu“ and other articles are descendants of descendants, at least they have to trace back to the time of the Warring States period Xun Kuang (”Han Shu Yi Wen Zhi“ Today’s ”Xunzi" in Fu articles, which is about not descendants of the pseudo-care). The outline does not specifically mention what the major contributors, but according to this