新近,参加了一些文学课教学的研讨会,会上听到一些切实可行的建议,也出现某些颇为时髦的提法,引起我们深思。 不讲“传授”,哪来接受 曾有人依据西方接受美学的理论,主观地论定: 从阐释和接受的心理学角度看,衡量一个文学课教师课堂教学的成功与否的标志,不在于他单向传授知识的多少,而在于对学生接受心理机制把握的好坏。 Recently, I attended a number of seminars on the teaching of literature. At the meeting, I heard some practical suggestions and some rather fashionable expressions that inspired us to think deeply. Do not talk about “imparting”, where to accept someone based on western acceptance of aesthetics theory, subjectively argued: from the perspective of interpretation and acceptance of psychology, to measure a literary class teacher’s teaching success or not sign, not his One-way to impart knowledge how much, but rather to accept the students to accept the psychological mechanism of good or bad.