Before we begin our discussions on any specific topics about English literature, let us firstdeal with some basic issues concerning literature at large so as to prepare our minds forspecific studies of English literature.
The original source of literature arises from human interest in telling a story aboutsome aspects of human experiences by arranging words in artistic forms. Initially, theliterary impulse exists only in one's mind. It is the writer who turns this impulse ofexperience into literature, by means of language, and in such forms as fiction, poetry,drama, or essay. To a certain extent, literature may be briefly defined as fictional texts inthe form of language artistically employed to achieve identifiable literary qualities andconvey meaningful messages.
The word "literature" came into English from the 14th century in the sense of politelearning through reading. Thus a man of literature, or a man of letters, referred to what wewould now describe as a man of wide reading, somewhat like the modem meaning of theword "literacy". From the mid-18th century, literature referred to the practice andprofession of writing. And since the 19th century, literature has been the high skills ofwriting with exuberant imagination.
1 What Is Literature?1.1 Types of literatureLiterature may be classified into four categories or genres: prose fiction, poetry, drama,and nonfiction prose.
Prose fiction, or narrative fiction, includes myths, parables, romances, novels andshort stories. The essence of prose fiction is narration, the relating of a sequence of eventsor actions. Fictional works usually focus on one or a few major characters who changeand grow as a result of how they deal with other characters and how they attempt to solvetheir problems.
通过基础阶段的英语学习,英语专业的学生虽然掌握了一定的听说读写能力,但他们的文学基本知识仍相对薄弱,要真正理解和透彻赏析英美文学作品的精华所在,仍不同程度地存在一定的困难。即使他们有时能在文字层面上读懂原文,但要对作品的文学价值进行真正有效的把握,不免会有“老虎吃天、无从下手”之感。《英美文学鉴赏导读》的编写遵循文学赏祈教学应壶坚持“掌握方法为手段、文本阅读为载体、有效赏析为目标”的宗旨,努力帮助学习者克服上述困难。
《导读》的突出特点是,编者从介绍文学原理和鉴赏方法切入,紧密结合文本分析,力图解决传统文学教学中文本阅读与鉴赏实践严重脱节的突出矛盾。古人云:“授之以鱼,不如授之以渔。”授之以“鱼”,数量再多,终会穷尽;授之以“渔”,学生掌握了捕鱼的本领,固化了审美意识,必将受用终生。笔者认为,“授之以渔”不仅是《导读》编写的指导性纲领,更乏一种行之有效的教学方法和一种崭新的教育理念,对教师在文学教学过程中培养学生刨造性的思维能力以及提高学生分析问题和解决问题的水平具有普遍的指导意义。