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诗词作为艺术文学,是以形象说话,而形象往往具有大于作者创作本义的情形,即所谓“形象大于思想”。下面我想以自己教学《锦瑟》的感悟,来谈谈古诗词教学中运用“创造性背叛”的一管之见。一.“创造性背叛”的定义“创造性背叛”是当代艺术社会学在文学理解中提出的说法。法国社会学家埃斯卡皮在《文学社会学》一文中指出:“‘创造性背叛’指的是对作者创造时的实际意图的无意或有意的曲解。这种重新挖掘出作者自己未曾意识到的作品的潜在意义,或是增加一种预料不到、甚至可以代替原
As a kind of art literature, poetry is based on image, and the image often has a situation that is greater than the original meaning of the author’s creation, that is, the so-called ”image is greater than thought “. Now I want to teach myself how to use ”creative treachery“ in ancient poetry teaching. The definition of ”creative betrayal“ ”creative betrayal “ is a theory put forward by contemporary sociology of arts in literary understanding. In his article ”Literary Sociology,“ French sociologist Escuphe pointed out: ”Creative betrayal means unintentional or intentional misinterpretation of the actual intentions of the author at the time of creation, which again excavated the author himself The potential significance of the work, or add an unexpected, or even replace the original