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1917 Zhou Zuoren identity of Peking University professor of humanities at the European literary history first opened in 1918, the first of the "European Literature" textbook published. 1930 Chinese Department of Tsinghua University, presided over the post-qing, clearly from the "compare" heightened awareness "of Western literature." 1938 Government of the Republic Ministry of Education college adjustment, Tsinghua University Department of Chinese curriculum follows the ideas. 1946, in accordance heard more than one idea: the Chinese Language and Literature and Foreign Languages Department decomposition restructuring literature and language department, could not be implemented due to controversial. 1952 New China University Discipline big adjustment, "Foreign Literature" as a normative discipline name instead of "History of European Literature", "Western literature." Social Planning Office of the State Council in 1997 to meet the development needs of the new century, the spirit of the old discipline to reduce the development of new disciplines purpose, will present on the university pulpit 80 years of foreign literature and in the 1980s developed the implementation of discipline of Comparative Literature merged as "literature" under the new two disciplines disciplines - "Comparative Literature and World Literature", the original subject only to professional nature (professional orientation) exist.
1917年周作人以北京大学文科教授的身份首先开设欧 洲文学史，1918 年第一本《欧洲文学史》教材问世。1930 年朱自清主持清华大学国文系后，明确提出从“比较”高 度认识“西洋文学”。1938年民国政府教育部对大学课程 进行调整，中文系课程设置沿用清华思路。1946年，按照 闻一多的设想：把中国语言文学系和外国语言文学系分解 重组文学系和语言系，后因争议较大未能实施。1952年新 中国高校学科大调整后，“外国文学史”作为规范的学科 名称替代“欧洲文学史”、“西洋文学”。1997年国务院社 科规划办公室为适应新世纪的发展需要，本着减少旧学 科、发展新学科的宗旨，将高校讲坛上存在了80年的外 国文学与20 世纪80年代发展起来的比较文学实施学科合 并，合并为“文学”学科之下新的二级学科——“比较文 学与世界文学”，原有学科只能以专业性质（专业方向） 存在.
First, the integration of disciplines and internal relations background clear comparative literature and world literature is the subject of the two important concepts.
一、学科整合背景及内部关系明确 比较文学和世界文学本是该学科两个重要的概念.
1827 Goethe from "inter-ethnic tolerance literature" and "works of universal humanity meaning" two aspects of that "world literature" (German compound words Weltliteraur) idea: "Ethnic Literature in the Modern Suanbu Le big one back things, the era of world literature fast approaching and now everyone should contribute to procure it will come sooner. " ① The researchers thus believe that literature is evolving organism, from the national literature to world literature, reflects the great advances in human literature, commentators are convinced that with the approaching global integration, mutual influence increasingly deep, you have me I have you in the world of literature is being formed. http://www.ukassignment.org/uklunwen/
1827年歌德从“各民族文学间的相互容忍”和“作品具有 普遍的全人类意义”两方面提出“世界文学”（德语复合 词Weltliteraur）的构想：“民族文学在现代算不了很大的 一回事，世界文学的时代已快来临了。现在每个人都应该 出力促使它早日来临”。①研究者据此认为文学是不断进化 的有机体，从民族文学到世界文学，体现了人类文学的伟 大进步，论者确信，随着全球一体化的日益临近，相互影 响日益深刻，你中有我、我中有你的世界文学正在形成.
Wellek Warren world literature except that the meaning ascribed to Goethe, but also refers to the sum of national literature around the world, or those which enjoys a worldwide reputation for good works, his early recognition that the world literature for the importance of comparative literature, he such a definition Comparative Literature: From the perspective of an international institute some literature. From which we see the two meanings of world literature: a focus on the development prospects of the theory of literary ideas; one based on the delineation of comparative literature objects and angles.
In China, "World Literature" was not built in a theoretical discipline to really play a role, play a dominant role in the "Literary Relations," said. For example Chan Tun, Liu Xiangyu the "Introduction to Comparative Literature" to comparative literature under a fairly complete definition: An open literature, it has a macro vision and international perspective, a cross-national, cross-language, cross-cultural, interdisciplinary boundaries between the various literature as the research object, in theory and methods, comparative awareness and inclusive features. Defined as the comparative literature on the various "Literary Relations" study, which is more consistent with the view Chinese school, and "Literary Relations" is a conceptual difference in the relationship between literary studies, national, ethnic, cultural differences, etc. External factors are the center of its concerns, its emphasis on digestion of Comparative Literature and World Literature as a discipline and internal homogeneity systematic relationship.
Since the birth of new disciplines into the core curriculum of foreign literature at the University Department of status attainment greatly improved. "Foreign Literature" in the "Chinese Language and Literature Department," whether the question of legality can be fundamentally resolved. But after the merger discipline, discipline internal contradictions and comparative literature has emerged. The naming of the new discipline of view, comparative literature and world literature can not replace each other, but should retain their primitive features, integration at a higher level in order to achieve a new realm of literary studies, but the actual situation is not always the case. Graduate Entrance direction has always been a barometer of academic development, through the Internet, there are only 2002 National Master enrollment eligibility 50 universities were investigated. It was found that the direction of the university admissions can be divided into four types: the first category, such as Peking University, Tsinghua University, Nanjing University, Fudan University, originally no world literature, enrollment in the new direction of discipline, nor the direction of world literature , while all foreign literature direction of the relationship. The second category, such as Beijing Normal University, East China Normal University, Shaanxi Normal University, etc., originally a world literature in the discipline after the merger, the importance of reducing the direction of world literature, the important comparative literary effort steering direction. The third category, such as the Chinese People's University, Nankai University, etc., in the two disciplines, there is no set specific direction. These schools used to have world literature, discipline combined unclear direction in the development of existing teachers to world literature-based. The fourth category of Shanghai Normal University, Soochow University, Wuhan University, represented by the direction of their admissions, orientation relationship with foreign literature, there are also the direction of world literature, both both. New discipline in setting research directions, it should be relatively literary theory, relations and foreign literature, world literature both, Shanghai Normal University, a class approach is closer to this ideal state. ② Chinese Department at the University, is the world literature foreign literature. It consists of a single foreign writers, research work itself, including country study of literature, including regional literature (such as the European and American literature, oriental literature, Latin American literature, etc.) and the overall foreign literature study, while it also includes worldwide with China All in literary studies. From the 19th century to the early 21st century one hundred years, foreign literature in China has achieved unprecedented performance and comparative literary studies is almost 20 years before the formation of scale in the new disciplines, the need for foreign literary relations dimensions, also need to have pure dimension of foreign literature. From the overall perspective of the development disciplines, world literature is undoubtedly the basis of comparative literature and comparative literature is world literature research methods, knowledge does exist between the platform and methodology complementary. World Literature in the new discipline not only to maintain its existence, but also to promote its development, and therefore, we need a higher level of understanding of the significance of world literature. Regardless of world literature as an object or point, in specific research practice, as Nie Zhenzhao Foreign Literature Annual Meeting in 2002, said: Foreign Literature itself has the characteristics and content of comparative literature, foreign literature (World Literature) and Comparative Literature, in essence, is consistent.
Two, the curriculum and improve the knowledge system deployed by the Ministry of Education, from 1999 onwards, normal colleges gradually to the "Comparative Literature and World Literature" to replace the original "World Literature" or "Foreign Literature." Therefore, in the curriculum, teaching content and teaching methods to be adjusted accordingly, many of which need to study the issue. The professional curriculum, professional direction, content and methods of teaching should be carried out comprehensive reform. But so far, many conditions are not met the university and teacher colleges have not yet opened "Comparative Literature and World Literature" course. We still have the original number of foreign literature teaching plans, teaching content operation. How to design curriculum, how to arrange the teaching plan, how to adjust teaching content, teaching methods, how to improve, which is what we need to explore and urgent problem.
According to the Ministry of Education Curriculum requirements and Comparative Literature and World Literature course content needs, we follow the existing literature teachers and teaching in China on the basis that Comparative Literature and World Literature curriculum can be divided into several subjects such implementation of teaching : Comparative Literature and methods; Foreign Literature (European part to a pre-war); Eastern Literature Classic Readings; 20th century, the Nobel-election talk. And in these courses throughout the comparative study of foreign literature specific content.
1, comparative literature theory and methods (34 hours or so) Course objectives and description: This course divided into two parts: The first part describes all aspects of comparative literature and comparative literature studies the impact of research, parallel study, interdisciplinary research methods; make students to understand the nature of comparative literature and comparative literature study ways and means, focusing on theoretical description of comparative literature study and research methods. The second section discusses the various aspects of comparative literature and different genres and literary movements and ideas, and examples and case by case analysis allows students to know how to compare the thinking world of reading classics, in appreciation and research.
2, History of Foreign Literature (European part of 102 hours or so) Course objectives and description: This course is designed to Foreign Literature Readings important works, so that students in a systematic understanding of world literature to help students understand the similarities and differences between Chinese and Western literature. Students from a different perspective through Chinese literature in the modern literary world position in the literature have a good understanding of the world apart, you can also research on comparative literature and its tendency to make a more comprehensive contemplation. This course will be through the Readings Foreign Literature (poetry, fiction, drama, etc.) so that students master the important concepts of Western culture literary phenomenon, mainly writers, works, and evaluation capabilities. Teaching can be deliberately selected text behind introducing literary ideas, literary movements to students the concept of comparative thinking.
3, Eastern Literature Classic Readings (34 hours or so) Course objectives and description: This course aims to focus on learning oriental classic works of literature, history of foreign literature curriculum knowledge systems as a necessary complement to enable students to understand the course of development of the Middle East Western World Literature Literature differentiation and influence each other. To accept China other than the works of oriental culture background information, the formation of a broader cross-cultural perspective. Readings will be through foreign undergraduate literary classics Oriental poetry, fiction, drama, etc. so that students master the important concepts oriental culture literary phenomenon, mainly writers, works to improve evaluation capacity, and further strengthen the students' comparative concept of thinking.
4, the 20th century Nobel Selected Topics (34 hours or so) Course objectives and description: This course aims to focus on learning the 20th century, the Nobel winning writer of representative works as a history of foreign literature courses extend knowledge systems necessary to enable students to understand the latest developments in world literature and modernism, postmodernism literature and traditional literature of inheritance and reactionary. Accepted closer to our spiritual survival times literature information, and foster awareness and survival of our modern concept of updating a direct impact. Readings 20th century through undergraduate will have a broad and profound impact on the Nobel literary classics, to enable students to master as an important literary phenomenon of the 20th century modernism, postmodernism literary ideas and understand the main writer, the work, the students sense of innovation Training to be enlightened.
Third, the basic idea of teaching methods with specific challenges facing the discipline after the merger, the campus of the human spirit to face the cold, the face of the student population in a very small amount of reading classics reality and teaching contents many works, vast territory, time the characteristics of long span, and how a new era in the 21st century under the conditions of doing a good job teaching foreign literature in order to adapt to the new situation.
Former holding yellow paper speech "chalk and talk" teaching model, used "literary background - Writer Profile - Works Analysis" teaching mode, must be replaced by a new spirit of innovation is full of foreign literature teaching.
Therefore, teaching content, teaching methods and teaching methods imminent.
1, new exploration and teaching reform ideas (1) strengthen the human spirit, importance of non-intellectual factors. Contemporary education is first expressed as overall quality of training, which play a decisive role not mere knowledge, but the core of the human spirit to non-intellectual factors. This is a measure of students' moral quality, personality improvement and the growth of cultural knowledge and other aspects of basic standards. Enlightenment thinkers as John Locke put it: Do a long scientific humanism, who are only knowledge without wisdom. Humanism is the eternal theme of university teaching, foreign literature steeped in Western humanism deep meaning, "self-reliance self-esteem" and respect for individual freedoms More Signed humane care and college students. The ancient Greek concept of people-oriented to the Renaissance humanism, humanity publicity from Rousseau to Victor Hugo, Tolstoy humanitarian and 20th century literature calls for the return of human nature has provided us with personal practice nutrition. Therefore, promote human spirit and improve students' humanistic qualities should become the basic value of foreign literature teaching philosophy.
In the foreign literature teaching, to cultivate the healthy development of individual consciousness.
For the growing population in the heavy and light individual Chinese culture among Chinese young students develop healthy personality, has an important reference. In teaching, to make young students understand through cultural comparison: Western culture heavy and light groups individual advantages and disadvantages of the traditional, know how to embody the spirit of individual freedom in Western literature to obtain valuable reference, while recognizing the western individual Freedom of traditional essence and negative factors, as well as through modern interpretations of traditional Chinese heavy group has the positive value.
(2) optimization of the teaching content, the implementation of "boutique" teaching. Foreign Literature content is very broad and genres, famous Canruo galaxy, voluminous works. Teaching content selected according to a new concept, a new standard and actual students: First, sort out the clues to help students gain a whole literary concept of development, which is the basis of teaching; Second bold abandon, the number of works focused compression to improve work The breadth and depth of analysis, we selected the more and artistic value type represents only choose a writer and works (with depth and cultural content) study analysis. Third, pay attention to academic trends, pioneering discovery horizon, teaching their own research findings and research methods. Therefore, pay attention to inspire innovative thinking and methodology of teaching foreign literature became the commanding heights. Fourth, the object of study resources almost exhausted, research materials deposited much writers can guide students in extracurricular learning finishing to reduce teaching load.
While optimizing the teaching content, teaching content effectively highlight major and difficult. The development of the entire foreign literature concerned, is the origin of ancient, modern is the key, modern and contemporary is difficult. Teaches the key part of the separation times and then focus. Such as Greek mythology, humanist literature, Romanticism and Realism, in which mythological prototype, Shakespeare industry, Cervantes, Byron, Thomas Hardy, Hugo, Balzac, Pushkin, Liefutuoer Tolstoy, etc., should be focusing on teaching and students focus on learning, master writer, and like the "bible", "Romeo and Juliet", "Pride and Prejudice," "Jane Eyre," "Crime and Punishment" and so these readability works can be seen as a strong secondary focus. Literature of the 20th century, focusing on literary modernism, realism works for the second priority.
Modernist literature of our time living from distance, people also failed to pull a variety of artistic appreciation temporal and spatial distance, a lot of problems rarely conclusion, this is our teaching difficult. Teachers to focus, difficulty speaking thoroughly publicize deep, profound understanding of the students can learn by analogy. Skip speaking part, teachers carefully designed "Job and discussion", urging the students themselves to complete.
(3) increasing criticism in Foreign Literature Teaching weight. First, as a writer, literary theory works qualitatively accurate positioning, as a student to read the knowledge necessary to prepare before work, but also in-depth understanding of the foundation work. Writers have a certain label or by some literary trends influence the decision of his artistic thinking and performance perspective, only to understand these works analysis to implement. Secondly, the choice of appropriate work for different methods of evaluation. For example, Maslow's theory of personality analysis with "Hamlet" with a theoretical analysis of Christian Doctrine "Notre Dame de Paris", with feminist theory deconstruction "Jane Eyre", etc., especially modernist work has been difficult to adapt to social and historical criticism Instead, you must use for their new criticism. Selected representative works as a case, using the appropriate methods to guide work analysis literary criticism, not only to teach students methods, but also to stimulate interest in learning, improve the quantity and quality of classroom teaching. Again, to enhance exchanges with the outside world, and enhance the concept of inclusive, eclectic accommodate a variety of different sounds. With the deepening of Sino-foreign cultural exchanges between East and West and mutual deconstruction of the concept of impact, we went into a century of diverse ideas and methods, we can no longer unique way of thinking people with a Chinese literary theory to understand the phenomenon of foreign literary works and problems , should be interpreted with foreign foreign literary works of literary theory, more accurate understanding of foreign literature is difficult to understand the meaning. Literary theory to guide students to the door forward, cultivate their interest in literature and literary theory, improve theoretical knowledge, this is the college senior Foreign Literature Teaching important task.
(4) to break the disciplinary boundaries, rich cultural content. Comparative Literature and World Literature and integration of foreign literature teaching opens a new horizon, teaching should break the disciplinary boundaries, pay attention to literature and history, philosophy, psychology, religion, art, science, etc. Contact enrich foreign literature lesson cultural content. Particular attention to the different cultures and literary integration, so that students in the learning of foreign literature knowledge, enhance cultural awareness, to broaden the field of knowledge, strengthen the quality of education. In teaching, pay attention to find a meeting point, digging moral development and personality to enhance content, such as through the "Prometheus Bound," "How the Steel Was Tempered" ideals such as strengthening education; through the "Song of Roland" "suet balls" and strengthen patriotic education; through "high old man", "An American Tragedy" and strengthen the social critical consciousness; through the "wilderness", "Waiting for Godot" and understand the modern crisis of faith; through literature love poems, and guide students to establish a correct concept of love and so on.
2, the means and methods of teaching (1) the use of network resources. Being in the Internet age, modern educational technology in the city began a comprehensive high school popularity in recent years college teaching evaluation and teaching achievement evaluation of network technology and multimedia teaching is particularly valued, have come in the secondary forcing colleges and universities to increase investment behind the perfect facilities for provide students with more opportunities to better conditions. Library of Foreign Literature Teaching face a serious shortage of resources and lack of full use of network resources to assist learning and research may well be an ideal choice: First through third grade students mastered this knowledge and technology; Second, a comprehensive digital information easy to use; three are able to save time; four teaching content as classic works of the great writers and network resources are very abundant. Faced with a choice of a good topic and angle work, he can recount the students, from different sources to collect a lot of material, and then organize their own digestion in a well-organized discussion of a matter of opinion exposition.
All of these windows for foreign literature teaching provides a convenient, if used properly skilled use must be "Journey Into Amazing Caves."
(2) the use of modern educational technology. "The human brain" + "computer" multimedia classroom teaching to achieve a graphic audio of both the ideal model for the classroom to create a democratic, relaxed and harmonious atmosphere of teaching, so that consciousness of students in a lively, atmosphere of freedom and democracy are fully inspired, in a novel, multi-dimensional space to display the process of thinking, teachers and students have become active participants, the real from the memory-based teaching model to thinking, creative teaching change. Students are no longer a reservoir of knowledge and become masters of learning. Modern teaching aids using multimedia, such as important scenes, wonderful piece of audio, video, use of materials, there are rendering the atmosphere, characters and themes heighten the role of works, so that students feel immersed in work; longer like to play some poems to music, Poem Recital Robert Burns will make the students feel more real and more profound Pushkin; CAI Courseware make knowledge-intensive teaching content to be a good space compression, graphics processing and text hyperlinks, more convenient and practical and functional powerful; utilize modern multi-camera monitoring system classrooms, teachers, students try to exit the teaching situation, through careful preparation, implementation autonomous organization of teaching or discussion, then teachers and students together commentaries analysis, to achieve a true interactive teaching.
Of course, means not an end, from the people-oriented concept of modern education starting in the process of teaching foreign literature, appropriately flexible use of a variety of modern teaching media auxiliary, can not mess Computer "chalk and talk" indifferent teachers passion among the dazzling Students overwhelmed, lost classroom between teachers and students to cultivate the necessary emotion.
(3) English poetry "bilingual teaching" test. Foreign literature teaching content should have been involved in the "original philology" country like foreign language literature is specialized for a certain language of the original literary works, as the new upgraded colleges lack of appropriate faculty, there is no such curriculum . Chinese professional "Foreign Literature" also includes the strict sense of the "original Philology", like the liberation of Peking University Chinese Department of Foreign Literature courses held entirely by foreign languages teachers, but the problem is too many suffer from language, without a teacher who can teach pass, then use the multi-class faculty, the natural "Foreign Literature" will become a "translation philology."
Today promoting "bilingual teaching" (non-ethnic Chinese technology to enhance the region), which is the university curriculum construction anglicized with the world, and for English international era "Foreign Literature", however, it has an extraordinary significance. We actively cultivate through graduate education "Comparative Literature and World Literature" bilingual teachers at the same time, researchers can cooperate with foreign languages English Literature Poetry bilingual teaching tests. Like Shakespeare's sonnets, English Romantic Poetry and Modern English fiction (excerpt) Appreciation and so on. The author has done little in recent years, college classes to try to Shakespeare, Burns, Byron, Shelley's poem brought students together to learn, most students have no problem understanding the acceptance, even a small number of students proficient recite. Of course, this is not truly bilingual teaching, still thinking of the limitations of language, can not be based on the need to switch freely between bilingual. Based on bilingual teachers are scarce, difficult to cultivate a long time, and very difficult to recruit suitable foreign teachers, the current selection is only lower the standard, go with Chinese characteristics of the bilingual teaching of the road.
(4) "highlights" simulated performances and poetry readings in English. Chinese literature has a wealth of "textbook drama" acting experience, which students have shown previous interest and participate in the initiative, teachers teaching according to the actual needs of foreign literature, guide students 'textbook drama' famous novel and the "highlights" simulation performance, or even pidgin language dialogue miscellaneous, to carry out inter-system communication, joint activities with the Department of Foreign Languages and invites students to foreign languages instructor, like 2002 "Romeo and Juliet" fragment performances have had very good results, other famous play cards via video observation, careful exercise may have an unexpected bonus.
With the full transition and school-to-college students' English proficiency has increased annually held in English poetry recitation contest conditions are ripe, but very necessary. Such students are interested in participating in extracurricular activities, teachers must participate, not only to expand the teaching space, but also improve the normal skills, but also for the quality of education courses provide students an excellent example.
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