Model essays on British and American literature 1
On Multimedia Teaching of Foreign Literature
In the teaching of foreign literature, using the image characteristics of multimedia technology can create vivid teaching situations, break through the key points and difficulties of teaching, and greatly stimulate students' interest in learning. At the same time, it can expand the amount of information in classroom teaching; However, when using multimedia teaching, we should pay attention to its auxiliary and practical characteristics.
Paper Keywords: overall optimization of multimedia teaching methods
Introduction to 0
Multimedia is a technology that combines hypertext, graphics, images, animations, sounds and other media carrying information, and comprehensively processes and controls them through computers, so that people can obtain relevant information through various senses and improve the efficiency of information dissemination. The use of multimedia teaching is conducive to promoting the process of teaching modernization.
The History of Foreign Literature is a literary history textbook with a long time span, wide geographical coverage and extremely rich teaching content. In the class arrangement of Chinese language and literature major, the teaching time is extremely limited. In the traditional teaching of foreign literature, it is mainly the teacher's explanation, and students carry out extracurricular reading around the teacher's explanation to expand the reading range. But the reality is that there are many foreign literary works with complicated contents, and students spend less and less time reading famous works. Even if they study every day, they can't keep up with the progress of the teacher's lectures. Therefore, teachers often cram for the Buddha's feet in class, and the amount of information in class is greatly affected. In this way, the goal of "improving students' literary literacy and cultivating students' ability to read and appreciate foreign literary masterpieces" is often very limited.
How to complete the teaching task of foreign literature in a limited time and at the same time stimulate students' interest in learning most effectively? According to the actual situation of students, after several years of teaching practice, I think it will be better to design different teaching ideas by using multimedia technology to assist foreign literature teaching in combination with teaching content. The following is my teaching experience.
1. Using multimedia technology to create teaching situations has stimulated students' interest in learning.
Making full use of multimedia means can achieve twice the result with half the effort. The research of educational psychology shows that 83% of the external information people get comes from vision, 1 1% from hearing, 3.5% from smell, 1.5% from touch and 1% from taste. Obviously, increasing the amount of visual and auditory information is the most desirable way to get more information. And multimedia means has its unique advantages in visual and auditory effects.
Comenius said, "Interest is one of the ways to create happy and bright teaching." By creating a certain learning environment, teachers reveal the social practical significance of subject knowledge and stimulate students' desire for learning. With interest, students can study actively and happily, and can play the main role and initiative in classroom teaching. Interest is a positive emotion, not created out of thin air. It is related to emotions and always happens in certain situations. Therefore, in classroom teaching, teachers should deeply understand students' psychological characteristics and cognitive rules, and use multimedia technology to create a pleasant, enjoyable and enjoyable situation, so that students can feel as if they saw someone, heard their own voice and were there, urge students to actively explore their feelings, and stimulate students' interest in reading foreign literary works, thus greatly improving classroom teaching efficiency.
For example, I designed a multimedia courseware to teach Greek mythology. Two minutes before class, I put some pictures of Greek scenery on the screen, including Aegean Sea, Parthenon ruins, Olympic Square and so on. The students' eyes were immediately attracted by the magnificent sea, the magnificent ancient Greek temples and the magnificent Olympic Square, and many students couldn't help asking me. With the help of multimedia courseware, distant and unfamiliar Greece suddenly came into students' eyes, and a class began in an interesting atmosphere. In class, students actively discuss and speak in succession, and the atmosphere is lively. In this way, passive learning is changed into active and happy participation. Students' interest in learning has been greatly mobilized.
2. Use multimedia technology to help break through the teaching focus.
There is only one lesson in the textbook of Greek mythology, and students begin to get in touch with foreign literature. They are still quite unfamiliar with Greek literature, and the contents of myths are quite rich. If you just follow the textbook, it will easily become a superficial study, and it is difficult to leave a deep impression in your mind, which will hinder the later teaching. Therefore, students must be clear about the main content of Greek mythology and its source position in the development of European literature. To this end, I mainly use lectures and multimedia teaching in class to solve key points and break through difficulties.
The content of Greek mythology is displayed in powerpoint with hierarchical links. Students mainly attend lectures, supplemented by taking notes. In this way, the complex relationship of various characters in the myth is clear at a glance, and students have a systematic understanding of the complex content. About the position of Greek mythology in the history of European literature, it also won the time to explain. Finally, some information about the study of China myths was displayed, which triggered a discussion about Chinese and Western myths. This class is completely different from my previous teaching method. It used to be just scripted. Even though many supplementary materials were quoted, the students still couldn't figure out the relationship between the characters in Greek mythology. However, this class has also used multimedia-assisted teaching several times, and all of them have received good teaching results.
The use of multimedia-assisted teaching can greatly expand the amount of classroom teaching information, broaden students' horizons and activate the space of thinking and imagination.
Literature is an image reflection of social life and a record of the times. The political, economic, historical and cultural characteristics of every nation and country are vividly reflected in their literary works. Therefore, to interpret foreign literary works, we need to deeply understand the background of the times, the writer's thoughts and life. Proper use of multimedia technology can enrich the plane information on the text, make the teaching content invisible and tangible, and become more abstract and concrete. It is easier to stimulate students' left brain and right brain through visual and auditory senses, which is helpful to stimulate students' thinking, association and imagination, and improve the intensity and efficiency of students' perception, understanding and memory of information.
It can break the limitation of time and space, show grandeur and exquisiteness, "look at the past and present in an instant, and caress the whole world in an instant", which makes the people, things, things, processes, methods and details involved in the teaching content active. For example, in the course of "History of Foreign Literature", some famous articles and paragraphs, movie pictures, historical records, portraits of authors, buildings related to the times, art pictures, and different viewpoints are selected to make teachers and students comment, and a democratic academic exchange model is established, which not only avoids teachers' centralized comments, but also avoids students' passive acceptance and rigid thinking. At the same time, it can convey teaching information to students in a simple and multi-angle way, which greatly improves the efficiency and effect of the classroom. More importantly, its use has greatly changed teaching ideas, teaching contents, teaching methods and classroom structure.
Through the repeated use of multimedia in the teaching of foreign literature history, I think multimedia teaching is more suitable for higher education teaching and can create a fast and effective teaching scene for cultivating high-quality and high-level professionals. At present, our national condition is that poor countries run large-scale education, which is manifested in the lack of education funds at all levels and types. Comparatively speaking, due to the tilt of the policy, the shortage of education funds in colleges and universities is better than that in basic education, so it is more favorable to promote the use of multimedia-assisted teaching in colleges and universities, effectively improve teaching efficiency and save teaching time.
The key to using multimedia technology to assist teaching is to use it correctly. The so-called "assistance" means that multimedia technology can't replace teachers to teach, and teaching activities can't be all multimedia presentations. For example, some teachers often turn comments on key works into movie appreciation, or extract a lot of pictures. I don't think this is appropriate. The teacher is suspected of being "lazy". The key to correct application is scientific teaching design. According to the actual situation of teaching content and teaching object, the key points and difficulties in teaching are determined, and then appropriate multimedia means are selected to create good learning conditions and environment for students, so as to break through the key points and difficulties and achieve teaching objectives.
Using multimedia technology to assist teaching should also pay attention to practicality. "Practicality" means that the use of multimedia teaching should be combined with the teaching content and applied in a targeted manner. For example, Dante's chapters can be displayed in class to analyze some chapters of The Divine Comedy; Speaking of Shakespeare's four tragedies, we can show Macbeth's Hamlet and other fragments. When it comes to the Renaissance, a few pictures of architecture, sculpture and art can be listed appropriately. But as a teacher, you should remember. Multimedia should not be abused in class. If traditional teaching can highlight key points and solve teaching difficulties, there is no need to use multimedia teaching, otherwise it is suspected of "wasting resources".
In short, in
Model essays on British and American literature II
Gothic factors in British and American literary works
This paper summarizes the Gothic style and its related content, origin and characteristics in literary works. This paper analyzes the Gothic factors in British and American literary works: suffocating Gothic background, Gothic characters interwoven with good and evil, and commendable Gothic artistic effect. Gothic literature works fully show the public the cognitive conflict between art and science, and the most important thing is that Gothic literature has unique social criticism ability.
Keywords British and American literature; Gothic factor; analyse
Horace, British writer? Walpole is known as the founder of Gothic style, mainly because of the publication of his book "The Castle of Otranto", which marks the beginning of the early classical Gothic novel mode. [1] and later Gothic style have also existed in British and American literary works for a long time. Gothic novels propagate human feelings such as mystery, tyranny, decadence, death, gloom, extremes, bad luck and supernatural, and put the starting point of writing on fate and family curse, suspense cases and mysterious buildings, which makes the works have unique and shocking artistic charm, so Gothic novels have always occupied a place in the history of literature.
First, the characteristics of Gothic style and the origin of related content in literary works
1, the source and content characteristics of Gothic style
Goth is a transliteration of the English word Goth, from which the word Gothic (meaning "Goth") originally refers to Goths.
Gothic was first used in the Renaissance to distinguish the artistic styles of the Middle Ages (5th century to15th century), with terror, supernatural, death, decadence, witchcraft, castles, abyss, night, curse and vampires as symbolic elements. Gothic style uses the artistic theme of darkness, fear, loneliness and despair to shuttle back and forth between the sacredness and evil in the inner world, depicting the struggle between love and despair, pain and sobs.
Gothic novels were not recognized by people at first, and people still yearned for classicism because they were in the period of alternating two eras, and their great denial and disgust was in the middle ages between the classical era and the Renaissance. Taking the country as the form of expression is Gothic's earliest style. At that time, the Goths (belonging to the German Germans) forced their way into the Roman Empire and launched a large-scale murder, arson and robbery, leaving a brutal and rude image in people's minds. Therefore, the Middle Ages were also called the "Gothic Period", mainly because Italians hated the Goths for destroying the Roman Empire, so they called that dark period the Gothic Period.
Horace, the author of the Castle of Otranto, once described the connotation of Gothic novels in the preface of the book. At that time, it was strongly opposed by the public, and Horace was also questioned, mainly because the public thought that novels should have serious, ironic, scientific and rational connotations, which were not reflected in Gothic novels. [2] The novel in the Enlightenment period is still a novelty, and rationality and science are its main ideological manifestations. The novels Robinson Crusoe and Pamela fully prove this point. Gothic novels and public criticism go hand in hand and develop continuously. During this period, the public gradually discovered that there was no inevitable contradiction between the two.
2. Content sources related to Gothic factors in literary works.
Gothic literature mainly comes from three sources: one is the drama works popular in the Renaissance. Especially the revenge plays created by playwrights contain elements such as murder, conspiracy, violence and ghosts, which have far-reaching influence. Second, many legends in the Germanic nation. Third, the legend of _ _ and the Bible. Among them, villains, heroes, wandering Jews and demons all have typical Gothic novel images.
Secondly, Gothic factors in British and American literary works.
1, suffocating Gothic background
Gothic novels often take some gloomy and closed places as the story background, and the rendering atmosphere is extremely mysterious and strange. It is precisely because of this style of Gothic that it is often used to describe buildings with gloomy tunnels, narrow windows and gloomy internal environment. These buildings are also scenes in Gothic novels. The background settings are usually as follows: gloomy graves, closed basements, dim attics, dilapidated castles, strange wasteland, murders by candlelight, underground passages with turbid airflow, labyrinthine corridors, midnight with high moon and high winds, magical abilities and other terrorist events. For example, Wuthering Heights, even if the medieval background in the story is slightly changed, in order to make the story atmosphere achieve the expected effect and facilitate the development of the next story, the author still set up a villa with medieval style as the main story scene of the work, and added gothic factors such as darkness and wasteland, which made the originally gloomy villa even darker. [3]
2. Gothic figures interwoven with good and evil.
Gothic factors embodied in British and American literature not only emphasize rationality, but also have an idea against the mainstream position of neoclassicism, which makes literary creation more subversive. In addition, by setting mysterious castles, gloomy wasteland, depressed basements and other situations, the evil side of people's souls is undoubtedly revealed. Moreover, the protagonist of the story generally has a tortuous and mysterious life experience, a unique appearance and a distorted mind. Death is always with the protagonist, and the dark forces are always lingering. The whole scene is characterized by horror, mystery, strangeness and contradiction.
If there are gothic elements in British and American literary works, then the characters in them must all show impulsive or fragile, cruel and sensitive, evil charm and temptation. The author will undoubtedly expose the dark side of human nature to the greatest extent, hoping to make readers feel fear and achieve * * *. The clever use of Gothic factors in the characterization of novels is conducive to making British and American literary works more dramatic. Readers hate and like villains and heroes in novels.
The reason for this effect is that the reader's subconscious has the characteristics of aggression, oppression and desire for destruction, and the protagonist in the work just shows these characteristics. When reading this kind of works, the reader's subconscious mind is satisfied with another virtual person. The creation of novels is to expose the evil side hidden in people's hearts. Therefore, in Gothic novels, villains and heroes are often regarded as protagonists. These heroes all have twisted souls, mysterious life experiences and strange appearances, and regard the sufferings of others as happiness and death and darkness as companions. Their main characteristics are strangeness, terror, contradiction and mystery.
3. Commendable Gothic artistic effect.
Gothic factors in British and American literary works show strange artistic effects, which are mainly used to express the theme of breaking through the mainstream and going deep into the truth of the soul. The eternal conflict between good and evil is the most persistent, prominent and universal theme in Gothic literature. Therefore, the author sets up a gloomy scene to let readers feel the moral lofty of the hero in the struggle between good and evil, so as to carry forward the truth, goodness and beauty and a sense of justice. Gothic-style literary works can finally be recognized by the public, mainly because the ideas embodied in the works touched readers, who showed great interest in the future and outer space when reading these works, and their inner fears and cognitive aspirations were also rising. Such literary works express strong criticism of society and rebellion against mainstream thought. This theme makes literary works show strong artistic charm because of the addition of Gothic factors.
If we deeply analyze the composition of Gothic art, it is not difficult to know that the psychological foundation of Gothic art works is the fear and resistance to cruelty, the singing and expectation of paradise and the contempt and boredom of secular life. Gothic art is like an elf, with good and bad. This elf represents human beings, enthusiastically pursuing the true meaning of life, and at the same time infecting and facing the world with a hesitant style. By stimulating readers' senses, they can feel the pleasure of denying themselves and the sublimation of their thoughts after new reflection on their own lives.
But this is far from the whole goal of Gothic art. Gothic art should also guide the public to form an impact on bioethics and realize moral rationality after the impact on ethics. Gothic art is constantly concerned and followed by the public with its unique charm. This is mainly because it goes deep into the hearts of the public and explores the psychological changes of the public. People's fear of the future and the expression of the unknown are the focus of Gothic literature. Gothic literature works fully show the public the cognitive conflict between art and science, and the most important thing is that Gothic literature has unique social criticism ability. It is for these reasons that Gothic art has always occupied a place in the field of British and American literature, and Gothic art has also had an important influence on other types of literary works.
Three. Concluding remarks
From the analysis, we can see that it is precisely because of the existence of Gothic factors that British and American literature can maintain an important position in the process of continuous development. When we appreciate British and American literary works, we must comprehensively analyze the Gothic factors embodied in them in order to truly understand the author's writing intention. When we appreciate British and American literature, we can grasp the comprehensive analysis of Gothic factors in the works, understand the theme that the author wants to express, and let us appreciate literary works better and more comprehensively.
refer to
CoCo Lee. Analysis of Gothic Factors in British and American Literary Works [J]. Appreciation of Masterpieces, 2014 (36)159-160.
[2] Jungle. Gothic factors in British and American literary works [J]. Literature education (middle), 20 13(07)22.
[3] Xiao Wei. Analysis of Gothic Factors in British and American Literary Works [J]. Yalu River (Second Half Edition), 20 14( 12)29.
[4] He Fangjun. Analysis of Gothic Factors in British and American Literary Works [J]. Short Stories (Original Edition), 20 14(05)5-6.