英美文學(xué)簡(jiǎn)明教程

前言

　　文學(xué)教學(xué)是語(yǔ)言教學(xué)中十分重要的一部分，它不僅可以幫助學(xué)生拓寬視野，提高分析鑒賞能力，而且可以熏陶學(xué)生的思想情操，加強(qiáng)他們對(duì)人類社會(huì)的認(rèn)識(shí)與了解。教育部新近修訂的《高等學(xué)校英語(yǔ)專業(yè)教學(xué)大綱》指出：文學(xué)課程的目的在于培養(yǎng)學(xué)生閱讀、理解、欣賞英語(yǔ)文學(xué)原著的能力，掌握文學(xué)批評(píng)的基本知識(shí)和方法；通過(guò)閱讀和分析英美文學(xué)作品，促進(jìn)學(xué)生語(yǔ)言基本功和人文素質(zhì)的提高，增強(qiáng)學(xué)生對(duì)西方文學(xué)及文化的了解?！　　队⒚牢膶W(xué)簡(jiǎn)明教程》的出版正是為了這一目的。在教材編寫過(guò)程中，我們廣泛比較了國(guó)內(nèi)外現(xiàn)有的同類教材，按照選取適合學(xué)生閱讀又具代表性的常見作品為原則，并結(jié)合編者自己多年的教學(xué)和研究體會(huì)，以英美文學(xué)發(fā)展的歷史為順序，編選了各個(gè)歷史時(shí)期主要作家的代表作品。在體裁上，我們注意了詩(shī)歌、小說(shuō)、戲劇與散文的適當(dāng)比例。每章的內(nèi)容包括歷史文化背景、作者簡(jiǎn)介、作品選讀、注釋和思考題等。　　《英美文學(xué)簡(jiǎn)明教程》是普通高等院校英語(yǔ)專業(yè)教材，也可供獨(dú)立學(xué)院、教育學(xué)院、廣播電視大學(xué)、成人高等教育及社會(huì)上英語(yǔ)自學(xué)者學(xué)習(xí)使用。與《英美文學(xué)選讀》（張伯香主編，1998年外語(yǔ)教學(xué)與研究出版社出版）相比，本教程吸收了近幾年國(guó)內(nèi)外英美文學(xué)研究的最新成果，擴(kuò)大了入選作者，大幅調(diào)整了選讀作品，增加了學(xué)習(xí)思考題，從而使教材內(nèi)容更加充實(shí)，語(yǔ)言敘述更加簡(jiǎn)明，選讀作品的難度也相對(duì)降低；我們相信這將更加有利于學(xué)生的理解與掌握。為方便英語(yǔ)專業(yè)教學(xué)計(jì)劃的執(zhí)行，我們將本教程分為上、下兩冊(cè)：上冊(cè)為英國(guó)文學(xué)，下冊(cè)為美國(guó)文學(xué)，意在用一年的課時(shí)，通過(guò)閱讀原汁原味的英美詩(shī)歌、小說(shuō)、戲劇和散文作品，讓學(xué)生對(duì)英美文學(xué)發(fā)展的歷史脈絡(luò)、各個(gè)時(shí)期的主要文學(xué)流派及其創(chuàng)作特點(diǎn)有一個(gè)基本的了解，從而提高學(xué)生對(duì)文學(xué)作品的感受能力、分析能力和鑒賞能力?！　　队⒚牢膶W(xué)簡(jiǎn)明教程》的問世與華中科技大學(xué)出版社領(lǐng)導(dǎo)的關(guān)心與支持密不可分，更是楊鷗等編輯們辛勤勞動(dòng)的結(jié)晶。在此，我謹(jǐn)代表所有編者向他們表示誠(chéng)摯的謝意?！　⒓印队⒚牢膶W(xué)簡(jiǎn)明教程》上冊(cè)編寫工作的有江寶珠、余永鋒、何潔、路璐、姚嵐、鄒凌等老師，參加下冊(cè)編寫工作的有左廣明、劉壟、鄢暢、雪蓮、楊開杰、黃守剛等老師，他們?cè)谶x材、撰稿、注釋、錄入、校對(duì)等方面做了大量的工作。全書的內(nèi)容設(shè)計(jì)、章節(jié)安排、文字修改和最后的通讀定稿都由主編負(fù)責(zé)。由于多人執(zhí)筆，風(fēng)格難以統(tǒng)一，各種錯(cuò)漏也在所難免，敬請(qǐng)廣大讀者批評(píng)指正。

內(nèi)容概要

本書廣泛比較了國(guó)內(nèi)外現(xiàn)有同類教材，吸收了近幾年國(guó)內(nèi)外美國(guó)文學(xué)研究的最新成果，按照選取適合學(xué)生閱讀又具代表性的常見作品為原則，并結(jié)合編者自己多年的教學(xué)和研究體會(huì)，以美國(guó)文學(xué)發(fā)展的歷史為順序，編選了各個(gè)歷史時(shí)期主要作家的代表作品。在體裁上，注意了詩(shī)歌、小說(shuō)、戲劇與散文的適當(dāng)比例。每章的內(nèi)容包括歷史文化背景、作者簡(jiǎn)介、作品選讀、注釋和思考題等；與其他同類書相比，本書擴(kuò)大了入選作者，調(diào)整了選讀作品，增加了學(xué)習(xí)思考題，從而使教材內(nèi)容更加充實(shí)，語(yǔ)言敘述更加簡(jiǎn)明，選讀作品的難度也相對(duì)降低，這將有利于學(xué)生的理解與掌握。本書為普通高等院校英語(yǔ)專業(yè)教材，也可供獨(dú)立學(xué)院、教育學(xué)院、廣播電視大學(xué)、成人高等教育及社會(huì)上英語(yǔ)自學(xué)者學(xué)習(xí)使用。

書籍目錄

Chapter 1 The Literature of the Colonial Period　1.1  An Introduction　1.2 Anne Bradstreet ( 1612 -- 1672)　　"To My Dear and Loving Husband"　1.3 Edward Taylor (1542 -- 1729)　　"Huswifery"Chapter 2 The Literature of the Revolutionary Period    2.1  An Introduction    2.2 Benjamin Franklin (1706 -- 1790)　　An Excerpt from Chapter VIII of The Autobiography    2.3 Patrick Henry ( 1736 -- 1799)　　Speech in the Virginia Convention    2.4  Thomas Jefferson ( 1743 -- 1826)　　Declaration of IndependenceChapter 3 The Literature of the Romantic Period　3.1  An Introduction　3.2  Washington Irving (1783 -- 1859)　　An Excerpt from Rip Van Winkle　3.3  Edgar Allan Poe (1809 -- 1849)  　　"To Helen"　　"Annabel Lee"　3.4  Henry David Thoreau ( 1817 -- 1852)  　　An Excerpt from Wa/den　3.5  Nathartiel Hawthorne ( 1804 -- 1854)　　Chapter 23 from The Scarlet Letter　3.6  Herman Melville (1819-- 1891)　　An Excerpt from Chapter 41 of Moby-Dick　3.7  Henry Wadsworth Longfellow ( 1807 --1882)　　"A Psalm of Life"　3.8 Walt Whitman (1819 -- 1892)　　Excerpts from "Song of Myself "　3.9  Emily Dickinson ( 1830 -- 1886)　　"I'm Nobody! Who are You?"　　"Success is counted sweetest"　　"Because I could not stop for Death"Chapter 4 The Literature of the Realistic Period  　4.1  An Introduction　4.2 Mark Twain ( 1835 -- 1910)　　An Excerpt from Chapter 19 of Huckleberry Finn　4.3  O. Henry ( 1862 -- 1910)　　"The Cop and the Anthem"    4.4  Henry James (1843 -- 1916)　　An Excerpt from Chapter 1 of The Portrait of a Lady　4.5  Theodore Dreiser (1871 -- 1945)  　　An Excerpt from Chapter 47 of Sister Carrie　4.6  Robert Frost ( 1874 --1963)　　"Fire and Ice"　　"Nothing Gold Can Stay"　　"The Road Not Taken"　　"Stopping by Woods on a Snowy Evening"Chapter 5  The Literature of the Modecmlst Period　5.1  An Introduction　5.2  Ezra Pound ( 1885 -- 1972)　　"In a Station of the Metro"　　"A Pact"　5.3  William Carlos Williams (1883 -- 1963)　　"The Red Wheelbarrow"　　"Spring and All"    　5.4  Langston Hughes ( 1902 -- 1967)  　　"Dreams"　　"Cross"　5.5 E. E. Cummings (1894- 1962)  " 　　"Your Little Voice"　5.6  Ernest Hemingway ( 1899 -- 1961 )  　　"Indian Camp"　5.7  F. Scott Fitzgerald ( 1896 -- 1940)  　　An Excerpt from Chapter 3 of The Great Gatsby　5.8  William Faulkner ( 1897 -- 1962)  　　 "The Bear"　5.9  Eugene O'Neill (1888 -- 1953)  　　An Excerpt from ACT 2, SCENE II of Long Day's Journey into NightChapter 6 The Literature since World War II 　6.1  An Introduction　6.2  Saul Bellow ( 1915 -- 2005)　　An Excerpt from Seize the Day　6.3 ArChttr Miller ( 1915 -- 2005)　　An Excerpt from Act II Of The Death of a Salesman　6.4 J. D. Salinger (19i9 -- )　　An Excerpt from Chapters 21 of The Catcher in the Rye　6.5 Allen Ginsberg ( 1926 -- 1997)　　An Excerpt from "Howl"　6.6 Sylvia Plath ( 1932 -- 1963)　　 "Daddy"  References

章節(jié)摘錄

　　The phase of New England Transcendentalism is the summit of American Romanticism.It was, in essence, romanticism on Puritan soil. This transcendental movement, based on afundamental belief in the tmity of the world and God, was first flourished in New Englandfrom the 1830s to the Civil War. Transcendentalism emphasized the power of intuition,believing that people could learn things both from the outside world by means of the fivesenses and from the inner world by intuition. As romantic idealism, it placed spirit first andmatter second. It believed that spirit transcended matter, and the permanent reality was thespiritual one. It took nature as symbolic of spirit of God. All things in nature were symbols ofthe spiritual, of Gods presence. It believed that the individual was the most importantelement in society and that the ideal kind of individual was serf-reliant and unselfish.Transcendentalism was also an ethical guide to life for the young nation of America. Itpreached the positive life and appealed to the best side of human nature. Therefore, itadvocated the tolerance of difference in religious opinion and the free control of its ownaffairs by each congregation, and to go forward to the development of a new and distinctlyAmerican culture. The two greatest advocates of the movement were Ralph Waldo Emersonand Henry David Thoreau　　In this romantic period, there came up a great number of important writers, amongwhom the better known are poets such as Philip Freneau, William Cullen Bryant, HenryWordsworth Longfellow, Edgar Ellen Poe, and, especially, Walt Whitman, whose Leaves ofGrass established him as the most popular American poet of the 19th century. The fiction ofthe American Romantic period is an original and diverse body of work. It ranges from thecomic fables of Washington Irving to the Gothic tales of Edgar Allen Poe, from the frontieradventures of James Fenimore Cooper to the narrative quests of Herman Melville, from thepsychological romances of Nathaniel Hawthorne to the social realism of Rebecca HardingDavis. American Romanticists also differed in their understanding of human nature. To thetranscendentalists such as Emerson and Thoreau, man is divine in nature and thereforeforever perfectible; but to Hawthorne and Melville, everybody is potentially a sinner, andgreat moral courage is therefore essential for the improvement of human nature, as is shownin Hawthornes The Scarlet Letter

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