传统的外国文学史的教学是以教师为中心、以教材为中心、以课堂为中心的教学模式,采用的主要教学手段则是讲授和板书。从学生的接受角度来说,单一的教学手段难以激发学习兴趣,他们只是被动的接受者。从教师讲授的角度来说,面对众多初学者,解读经书似地讲解,常有顾此失彼、力不从心之感。长此以往,学生的学习主动性和教师的工作积极性都会受到压制。可以说,费时、费力、效率低,是传统的外国文学史教学存在的主要问题。我们知道,外国文学史教学内容的时间跨度大、空间范围广,涉及的文学思潮流派纷繁复杂、作家作品不计其数。文学史教学如果讲得面面俱到,知识点过于细琐和庞杂,学生陷于知识的无边海洋,无暇旁 The teaching of traditional foreign literary history is teacher-centered, textbook-centered, classroom-centered teaching mode, and the main teaching methods used are lectures and blackboards. From a student’s acceptance point of view, a single teaching method is difficult to stimulate interest in learning, they are just passive recipients. From the teacher’s point of view, in the face of many beginners, to explain the scriptures like to explain, often take care of one another, powerless feeling. Over time, students ’learning initiative and teachers’ motivation will be suppressed. It can be said that time-consuming, laborious and inefficient are the main problems in the teaching of traditional foreign literary history. We know that the teaching contents of foreign literary history have a large time span and a wide range of space. The schools of literary thoughts and trends involved are numerous and complicated, and there are numerous authors’ works. If history teaching literary exhaustive, knowledge points are too complicated and complex, students caught in the boundless ocean of knowledge, no time next