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第1篇：外國文學專題研究范文

關鍵詞：大學教育；外國文學教學；生態化教學

一、研究背景

在全球化背景下，大學傳統的教育理念和教育模式都面臨著嚴峻挑戰，有關教育教學改革的研究也如火如荼地開展起來。就我國而言，教育部啟動了“高等教育面向21世紀教學內容和課程體系改革”“新世紀高等教育本科教育教學改革”等研究項目，試圖推進大學教改的順利進行。目前，許多大學雖然進行了所謂的改革，但大都收效甚微。究其原因，主要在于很多教師不能深入理解教改的精髓，過于注重對教學外在形式的翻新，未能從多元化視角對具體教學內容和教學主客體進行再認識，從而使教改形成表面上繁榮但實際虛空的現象，這種狀況也突出表現在大學外國文學課程的教學中。

二、生態化教學相關概述

大學教育應保持獨立的品格，不但要對社會變化迅速做出反應，而且要運用多學科的話語解讀教學的意義。20世紀初，生態學理論體系已初具規模，并逐漸發展成為一門獨立學科，甚至可以說是“顛覆性的學科”，其“顛覆”的是300年來支配人類社會突飛猛進的價值觀、世界觀，但“顛覆”的同時意味著一種知識體系和文明范式的轉換。目前，一些生態學的思想觀點和研究方法已滲透到自然科學和社會科學領域，高等教育也逐漸引入生態學的原理和方法，形成了教育生態學。教育生態學是20世紀七八十年代在英美等國興起的一門新興科學，最早由美國學者克雷明提出，旨在把教育看作一個有機系統，研究其結構、功能和規律，進而揭示教育發展的趨勢。我國臺灣地區較早開展教育生態化研究，以方炳林、李聰為代表，而大陸相關主題研究較晚，代表人物是鄭雪。目前，生態化教學模式已成為高等教育人才培養和教學改革的重要突破口，并決定了未來高等教育的發展方向。但縱觀國內外，學者們對于大學生態化教育的研究多從宏觀角度入手，主要闡述環境與人類教育活動的交互關系，而從微觀角度運用生態學理論研究某一具體課程教學問題的并不多。目前，我國高校教學中普遍存在教師教學方法單一、課堂氣氛凝滯、學生學習興趣低下等問題，這嚴重影響了高校外國文學的教學質量。因此，建設生態化課堂已成為高校外國文學課程改革的必然選擇。

三、實現高校外國文學生態化教學的路徑

教育教學之所以能夠與生態學相聯系，是因為教學本身就是一個完整的生態系統。“從生態學角度看，學校中的教學活動是人與環境之間的信息傳遞過程，是人對自然和社會環境所具有的信息的采集、編碼、翻譯和利用過程，也就是人和環境的對話過程。”也就是說，教學活動體現了人與環境之間的互動。同時，由于教學活動是培養人的活動，所以又體現出人與人之間的關系。因此，在大學外國文學課程的教學中，筆者結合生態學原理提出“三自、三化、三面向”的生態化教學模式。

（一）“三自”——從主導者到引導者，從被動學習者到主動研究者

在傳統課堂上，教師是擁有絕對權威的主導者，而學生是被動接受知識的服從者。生態化課堂強調教師和學生是平等、和諧、互動、共生的關系，因此，應強調教學過程中的“三自”原則——“自主合作”“自我調控”“自我內省”。1.自主合作傳統教學過分強調師生關系中教師的主導性，無視學生的主觀能動性。而促進學生積極思考的一種教學方法就是自主合作，其包括學生自身內部的自我合作，以及學生之間個體化的合作，其中自我合作是基礎，個體化合作是深化。自我合作，是指學生在課前可通過各種媒介主動探索與所學內容相關的知識，并在此基礎上加強批評與自我批評，進而提出自己的觀點。個體化合作，是指學生在自我研究的基礎上進行集體合作研究，可采用討論、辯論、演繹的方式，這是由外國文學課程的特殊性決定的。外國文學首先突出的是“史”的線索，其次是對重點作家作品進行分析。因此，討論、辯論、演繹的教學方式能實現不同的學習效果。由于學生個人喜好和知識結構不同，討論可將學生研讀時發現的問題和各自的觀點呈現出來，從而拓展思維。辯論，是比較集中的對一個或幾個爭議較大的觀點進行深入探討，其有助于加深對問題的理解。演繹，是對作品進行外化形式的反饋，外國文學作品體裁中最具操作性的就是戲劇、散文和詩歌，教師可將課堂變換為舞臺，讓學生化身演員或者朗誦者，以使其更好地理解作家的創作思想和人物的心路歷程。2.自我調控在傳統教學中，教師會在課前明確設立總的教學目標和教學內容，即要求所有學生接受統一的教學內容，采用統一的思維方式，得出相同的結論，這嚴重抑制了學生的創造性和能動性。由于外國文學課程容量大，而教學課時有限，所以外國文學生態化教學既要有教師的統籌，又要充分張揚學生的個性。教師在課前設計好總的教學目標和內容，每個學生可根據自身興趣，從教學總目標中選取與已有研究相匹配的目標作為專題性研究目標，并自發采取不同的學習形式，收集相關信息資料，解決研究過程中存在的問題。在這種專題研究中，教師起到的是引導作用，而學生在研究過程中要不斷反思對知識的理解程度、自我的思維方式及自身解決問題的能力，并及時調整研究方法，做整個研究過程的自我調控者。3.自我內省自我內省是在每一次自我調控式的研究之后，學生總結研究經驗。這種經驗往往包括兩方面：一是對外國文學課程性質和規律更為深入的把握；二是學習外國文學課程最切合自身狀況的方法。

（二）“三化”——從單一、粗暴的評價到立體人性的評價

教學評價是考量教學質量和教學效果的重要環節。傳統外國文學教學中，這種評價往往單一、粗暴，主要以期末考試試卷得分為準，且試題內容往往重記憶輕能力，答案設置缺乏開放性和創造性。這種考核方式給學生帶來了沉重的學習負擔。而生態化教學評價是一種立體、多元、人性化的評價體系，其采用發展的眼光審視學生的動態學習過程，主張“評價主體多元化、評價內容全面化、評價方式多樣化”。1.評價主體多元化評價主體多元化，即由過去教師作為單一的評價主體拓展為由眾多因子參與的多元化評價。也就是說，除教師外，與教學活動密切相關的學生、學校都可以參與到教學評價中。教師和學生作為教學活動的直接參與者，其有資格對教學狀況作出評價；學校作為教學活動的組織者和教學質量的監控者，也有資格對教學情況作出評價。這種多元化評價的目的只有一個，即促進教師和學生的全面發展。2.評價內容全面化在外國文學教學中，教學內容的設置較為豐富，所以教學內容的評價也需要全面，即不僅要對學生基礎知識的掌握情況進行評價，還要重視對學生分析問題、解決問題能力的評價。此外，還應對學生學習過程中人生觀和價值觀的自我完善做出評價，以顯示學習對生命和生活的巨大指導意義。3.評價方式多樣化評價主體和評價內容的多元化，必然帶來評價方式的多樣化。教學評價不應局限于試卷的得分情況，而應通過觀察學生對問題的研討情況對學生的學習能力作出評價。另外，在教學過程中，應注重采用學生自評和互評相結合的評價方式。

第2篇：外國文學專題研究范文

關鍵詞：應用型人才培養目標；調整課程體系；專業應用型人才

漢語言文學專業是傳統中文系中的一個專業，被人們譽為文科的萬能專業，畢業的學生供不應求，可以從事工礦企業的很多工作。但隨著學科門類的增多，專業的競爭壓力越來越大，人才市場開始傾斜。導致這一現象的原因是傳統漢語言文學專業人才培養體系缺乏實用性。所以，筆者從以下幾個方面談一談漢語言應用型人才的培養。

一、定位應用型人才培養目標

筆者認為，順應時代和就業的需求，把漢語言文學專業人才培養目標定位到綜合應用型人才上。應用型人才就是要有過硬的寫、說能力，還懂得編輯與制作，將語言文字傳播、影像傳播和網絡傳播融會貫通，才能適應崗位的需要。

二、調整傳統漢語言文學專業課程體系

1.基礎課程。可開設教師職業綜合技能訓練、語文課件制作、語文教學藝術、語文教材篇目研究與教學設計、現代職業禮儀、演講與口才等課程。

2.提升課程。可開設現代漢語語法專題研究、現代漢語虛詞研究、修辭學研究、文字學、音韻學、文獻學、邏輯學、漢語語法學史、中國語言學史、國外漢學研究、中國古代文學專題、唐詩宋詞、明清小說研究、中國現代文學專題、中國當代文學專題、影視藝術欣賞、雜文創作藝術論、外國文學專題等類課程。

3.應用行文課程。培養學生從事機關文員工作能力。設置應用寫作、秘書學、行政法學、編輯與采訪、公共關系學、新聞采訪與寫作、攝影攝像基礎知識、公務員基礎知識管理學、廣告學、人力資源管理、檔案管理學、辦公室禮儀等課程。

三、漢語言文學專業應用型人才培養之我見

1.全程輔助職業規劃。大學一年級，介紹就業工作的相關概念和基本常識，引導學生樹立正確的就業觀和成才觀。大學二年級深化就業觀教育，幫助他們分析就業形勢，引導學生積極鍛煉就業必備的素質和技能，夯實基礎。大學三年級幫助學生分析職業去向，根據學生的不同選擇通過專題講座、報告會、個別輔導等形式分類指導。大學四年級讓準備就業學生重點學習就業相關課程和參加專業技能實踐。

2.理論聯系實際。在漢語言文學專業人才培養過程中，將“聽、說、讀、寫、攝、錄”能力訓練落實在課程教學過程中，采取理論聯系實際的做法，使學生在實際的工作中得到充分鍛煉，增強能力，以適應、勝任社會上各種工作。

參考文獻：

第3篇：外國文學專題研究范文

漢語言文學專業被譽為文科的萬能專業，畢業生能夠從事與社會人文領域相關的全部工作，但是隨著市場化競爭的日益激烈，漢語言文學專業的就業形勢不容樂觀。主要原因之一就在于漢語言文學專業的人才培養體系缺乏應用性，而人文應用型人才是指掌握一些實用技能及相應人文知識的人才，集應用性與人文性于一身,秉受人文精神，希望能夠基于精神層面來對世界和社會予以改造，從而更好地為我國的文化建設、經濟建設、社會建設服務。本文就漢語言文學專業人文應用型人才培養模式進行探究。

2、漢語言文學專業人文應用型人才培養目標定位

從目前來看，各個行業、各個部門之間的交流與融合日益增多，單純的漢語言文學專業畢業生已經很難滿足社會的需要，這就要求我們要深入研究漢語言文學專業的人才培養目標，重新定位。基于不同行業、不同部門對于漢語言文學專業人才的需求來形成具有特色的培養模式。與此同時，漢語言文學專業畢業生還應該具有熟練運用現代媒體的能力，以及過硬的聽說讀寫能力，融合多種知識，只有這樣，才能夠有效地滿足社會的發展需要。

3、漢語言文學專業人文應用型人才培養模式的構建措施

3.1合理設置人文應用型課程體系

基于市場經濟的要求，應該要為漢語言文學專業學生建立起靈活多樣、厚基礎、因材施教、多方向的培養模式，實行“基礎課程+提升課程+應用行文課程”三結合。

（1）基礎課程基礎課程的主要目的在于培養學生從事語言教育科研和語言教學的能力，可開設演講與口才、現代職業禮儀、基礎教育課程改革、語文教學藝術、教師職業技能訓練、教育研究方法、語文教材篇目研究與教學設計、語文課件制作、教師發展研究等多門課程。

（2）提升課程提升課程的主要目的在于升造學生的綜合能力，訓練科研能力，提升專業理論，可開設外國文學專題、雜文創作藝術論、現代漢語語法專題研究、唐詩宋詞、音韻學、現代漢語虛詞研究、中國當代文學專題、修辭學研究、中國古代文學專題、文字學、中國語言學史、國外漢學研究、文獻學、影視藝術欣賞、漢語語法學史、中國現代文學專題、明清小說研究、邏輯學等多門課程。

（3）應用行文課程應用行文課程的主要目的在于培養學生從事機關文員的工作能力，可開設辦公室禮儀、檔案管理學、新聞采訪與寫作、應用寫作、人力資源管理、公務員基礎知識管理學、秘書學、廣告學、行政法學、公共關系學、編輯與采訪等多門課程。

3.2以社會需求為導向，扎實推進教育教學改革。

務必要堅持立足地方、面向基層，積極推進漢語言文學專業人才培養模式改革，結合社會、市場及行業發展需求突出培養特色，深化學分制改革，完善選課制、彈性學制，研制適應市場需求的人才培養方案，實施校地合作、校企互動的實踐教學模式，不斷加強與地方政府、企業的全面聯系與深度合作，使漢語言文學專業人才培養更符合社會需求，提高漢語言文學專業畢業生就業核心競爭力。

3.3廣建基地，深挖功能

為了進一步加強校地合作，拓展專業實習和就業渠道，進一步提升漢語言文學專業學生的人文應用性，各高校應該應該要多與企業、地方合作建立起一批學生容納能力強、專業對口性強的漢語言文學專業實習基地，倡導和鼓勵大學生將實習與就業結合起來，避免為實習而實習，強調實習是就業的敲門磚，與此同時，還可以邀請實習基地領導來學校作就業指導講座。一方面加大與實習單位產學研的合作，另一方面幫助.漢語言文學專業學生感受就業氛圍，調適就業心態，樹立正確就業觀念。

第4篇：外國文學專題研究范文

【關鍵詞】漢語言文學；應用型人才；培養建議

1 引言

漢語言文學專業是傳統中文系中最常設的一個專業，也被譽為文科的萬能專業，畢業的學生供不應求，可以從事社會人文領域的很多工作。但隨著學科門類的增多，專業的細化競爭壓力越來越大，人才市場開始傾斜。導致這一現象的一個本身原因是傳統漢語言文學專業人才培養體系缺乏應用性的缺陷，加強漢語言文學專業的應用性是漢語言文學專業改革的一大問題。

2 漢語言文學專業人才培養中存在的問題

傳統的漢語言文學專業人才培養目標不清晰；教學內容重純文學，然而經濟、政治、哲學、法律內容偏少是漢語言文學專業人才培養模式比較集中的問題。

2.1 培養目標不清晰：

漢語言文學專業曾以其深厚的文化積淀一度非常輝煌，學生能夠擁有穩定的職業，一度擁有很強的文化優越感與專業自豪感，近幾年隨著高等教育的大眾化，漢語言文學專業失去了過去的專業優勢。

再加之社會對人才的需求發生了巨大變化，但很多高校依然抱著傳統優勢專業意識，未及時調整培養目標，找準定位，更沒有考慮就業市場的實際需要，培養的學生與社會實際需求形成反差。造成學生知識面狹窄，并產生強烈的厭學情緒，優勢專業成為了劣勢專業。

2.2 教學內容重純文學輕社會學：

教學內容是對教學計劃的具體落實，也是實現人才培養目標的具體步驟。因而教學內容的設置必須科學、合理、切實可行。然而，在漢語言文學專業教學內容大多是文學史、文學概論、文學作品等，教學內容脫離了社會，遠離政治、經濟、法律、哲學社會學科，影響學生綜合素質的培養。學生畢業后與社會格格不入，脫離實際，只會做文字游戲。

教師所教、學生所學，都是閉門造車，對于熱點的生活，廣闊的實踐，基本沒有接觸。思維方式和寫作方式都陳舊落后，極大地約束了學生的創造力和想象力。

3 應用型人才培養目標定位

順應時代和就業的需求，把漢語言文學專業人才培養目標定位到綜合應用型現代化人才上。當代社會各部門和行業之間的融合滲透越來越多，單純的漢語言文學工作者已經不能滿足各個部門和行業的要求。這就要求我們在人才培養目標上要進行深入研究，重新定位。根據不同行業、領域對人才規格的需求，重應用，對專業進行分流，形成基礎加特色的培養模式。另外隨著現代化媒體技術的發展，熟練運用現代媒體，也是不可或缺的。現代漢語言文學專業培養出來的學生就是要有過硬的寫、說能力，還懂得編輯與制作，將語言文字傳播、影像傳播和網絡傳播融會貫通，才能適應社會的發展需要。

4 漢語言文學應用型課程體系設置

根據漢語言文學應用型人才培養目標，實行厚基礎、多方向、因材施教、靈活多樣的育人模式，建立適合學生自主學習的教學新體系，對傳統漢語言文

學專業課程體系進行重新調整。

4.1 基礎課程：

培養學生從事語言教學和語言教育科研的能力，是一個應用型模塊。主要開設語言教育提高系列課程，設置了基礎教育課程改革、教育研究方法、教師發展研究、教師職業技能訓練、語文課件制作、語文教學藝術、語文教材篇目研究與教學設計、現代職業禮儀、演講與口才等課程。

4.2 提升課程：

主要提升專業理論，訓練科研能力，著眼于學生升造。可開設現代漢語語法專題研究、現代漢語虛詞研究、修辭學研究、文字學、音韻學、文獻學、邏輯學、漢語語法學史、中國語言學史、國外漢學研究、中國古代文學專題、唐詩宋詞、明清小說研究、中國現代文學專題、中國當代文學專題、影視藝術欣賞、雜文創作藝術論、外國文學專題等類課程。

4.3 應用行文課程：

開設應用行文相關的理論、實務、實踐系列課程，培養學生從事機關文員工作能力。主要設置了應用寫作、秘書學、行政法學、編輯與采訪、公共關系學、新聞采訪與寫作、公務員基礎知識管理學、廣告學、人力資源管理、檔案管理學、辦公室禮儀等課程。

5 漢語言文學專業應用型人才培養建議

5.1 全程輔助職業生涯規劃：

在大學一年級利用新生入學教育契機向學生灌輸職業規劃的理念，介紹就業工作的相關概念和基本常識，引導學生樹立正確的就業觀和成才觀，指導學生制訂大學四年規劃。對二年級則進一步深化就業觀教育，幫助他們分析就業形勢，調整完善職業生涯規劃，引導學生積極鍛煉就業必備的素質和技能，夯實基礎。大三這個年級階段我們應注重分類指導，幫助學生分析幾種職業去向，是深造讀研，當公務員還是企事業單位工作者，或是自己創業？根據學生的不同選擇通過專題講座、報告會、個別輔導等形式集中資源優勢進行分類指導。到了大四進行考研與就業分流，對考研學生重點進行學科縱深教育，對準備就業學生重點學習就業相關課程和參加專業技能實踐。

5.2 增加實踐環節：

在漢語言文學專業人才培養過程中，要特別注意學生應用實踐能力的培養和訓練。除了課程設置科學合理，各門課程都要圍繞這一主旨有重點地訓練學生某方面的能力外，最重要的就是強化實踐環節，使學生在實際的工作中得到充分鍛煉，增強能力，以適應、勝任未來的工作。

從大三開始分專業方向，根據學生的興趣愛好和將來的就業意向，在所開設的課程中添加實踐內容。將“聽、說、讀、寫”能力訓練落實在課程教學過程中，如公務員、教師方向的，其秘書學、行政管理學、中學語文教學法等課程的教學，設置三分之一的實訓課程，主講教師一邊講理論，一邊帶學生到實習基地觀摩、見習、實習，從而真正做到理論聯系實際，通過見習、實習讓學生查找理論學生中的不足，在后續的課程學習中加以彌補。

依托實驗室優勢，強化學生辦公、制作等操作實踐，培養學生“做”的能力。讓學生能夠充分的參與到每一個實驗中去。進一步強化學生辦公技術和制作等方面的動手能力。

參考文獻

第5篇：外國文學專題研究范文

2004年以來，“大學語文”一直作為我校大一各理工科學生的選修課30學時和各文科學生的必修課45學時，自2005年起，學校將“大學語文”列入基礎平臺。在2006年中央公布的《國家“十一五”時期文化發展規劃綱要》指出“高等學校要面向全體大學生開設中國語文課”后，“大學語文”被學校確定為學生的通識平臺必修課。而2010年起，學校明確“大學語文”課時的開設統一為30學時。從上可知，“大學語文”經歷了從選修課到必修課的階段，課時也從理工科專業30學時，文科專業45學時調整到不分文理統一為30學時。隨著學校這一政策的調整，為了更好地發揮“大學語文”在培養學生的人文素質和審美修養方面所起的作用，作為承擔該課程教學任務的人文學院中文系也進行了相應的教學內容調整和教學改革。2005年9月中文系召開“大學語文”專題討論，圍繞“大學語文”作為基礎教學平臺課程制定相應的教學實施方案。2008年8月－11月，課程組根據人文學院中文系學科建設與課程規劃的要求，為配合大學語文教學開展與精品課程建設，在范崇高老師的組織下，先后5次召開了《大學語文》教材編寫會，并有效地組織相關教師開展了教材的編著工作。2009年9月起，我校大一新生全面開始采用這部教材。

二.大學語文”教學中存在的問題及原因分析

由于“大學語文”課程理念不斷的改革，由于學校對于“大學語文”政策的不斷調整，特別對于理工院校“大學語文”任課教師而言，對于開設這門課程的終極目的把握不夠準確，認識有些模糊，因此在教學中存在以下問題：

1.“大學語文”教學整體把握不夠好

由于受傳統“國文教學”思想和“補課”思想的影響，一些教師注重講授文選中的基礎知識如《論語》、《孟子》等選篇，側重給學生講授字、詞、句的意思和用法，相對忽視孔子等先人思想的介紹，更少聯系實際對學生進行思想、道德、文化層面上的熏陶和審美教育。此外，在四川理工學院“大學語文”開設在大一并且只開設一學期，總課時為30學時。由于課時太少，教師多是選講教材中少部分作品，而對于中國現當代文學中的經典文章，外國文學中的優秀作品，分析介紹不夠，同時忽略了漢語基礎、應用寫作的講解。因此，造成了對語文教學的整體性把握不夠好，忽視了理工科學生對于“聽、說、讀、寫”訓練的需求。

2.對“大學語文”課程教學的把握不夠完美

目前，學校“大學語文”的任課教師都是“兼”課教師，他們普遍擔任著漢語言文學專業的專業課，他們專業也各不相同，如古代文學、古代漢語、現代漢語、寫作、中國現當代文學、外國文學、文藝美學等等。專業課要求教師對本學科的知識要扎實、深厚，這一點教師們都能做到，但相對而言，教師對其他學科知識了解則較少，更談不上深入。而“大學語文”是一門綜合性強、難度系數大的課程，它涵蓋了古今中外的經典名篇，匯聚了各種文化元素，講授“大學語文”教師們普遍感受，講到自己熟悉的專業學科時，得心應手，講到自己不熟悉的專業學科時，則感到力不從此心，捉襟見肘。因此，教學方法顯得單一、機械，教學藝術更為一般。

3.教學理念滯后，課堂教學方法和效果良莠不齊

現代社會在判斷教育的價值上更多注重于強調培養人才的創新性、人際交流的建設性、身心發育的協調性，那么具體課堂教學的理念應該有新變化。而現在大學語文教學課堂上，仍然存在著單一理論講授為主的教學方法，教師滔滔不絕的講、面面俱到的教，沒有充分運用討論式、啟發式、互動式的教學手段，沒有真正把學生作為學習的主體，沒有充分發揮他們的主體積極性。同時對于理工科學生，他們的語文基礎存在著個體差異性，整體水平普遍不高，沒有靈活多樣的講授形式更無法吸引學生的對語文的興趣，“大學語文”課堂往往成為他們學習高等數學、英語、計算機之地。

三.改進“大學語文”教育教學的思路、方法

目前，學校越來越重視“大學語文”在培養學生的人文素質和審美修養方面所起的作用，作為承擔該課程教學任務的人文學院中文系也將之列入為其重點建設的課程之一。因此，針對上述現狀本文有如下幾點思考。

1.找準“大學語文”課程定位

學校開設“大學語文”課程，到底要讓學生得到些什么？這是問題的關鍵。雖然從上到下，都在踐行“文化素質”的目的，但由于我們任課教師在潛意識里的“專業”色彩過于濃厚，總是自覺不自覺地將漢語言文學的專業特色灌注其間：教語言課的老師重在字詞句的講解，教文學課的老師重在作品藝術特色的分析，教理論課的老師重在審美教育。所以，“大學語文”課程的教學，首先應“定好位”，找準了定位，才可能編寫出行之有效的教材和適合學生實際情況的教學方法。教育部高教司頒布的《大學語文教學大綱》中指出：“在全日制高校設置大學語文課程，其根本目的在于：充分發揮語文學科的人文性和基礎性特點，適應當代人文科學與自然科學日益交叉滲透的發展趨勢，為我國的社會主義現代化建設目標培養具有全面素質的高質量人才。”因此，“大學語文”在理工院校的定位是通過對“大學語文”課程的學習，一方面可以擴展學生的知識面，使他們能正確地熟練地使用祖國語言，提高自身的思維表達能力、閱讀分析鑒賞能力與寫作應用能力；另一方面，可以幫助學生吸收人類優秀文化成果，培養學生的人文精神，增強人的尊嚴和使命感，更加有助于學生樹立崇高的理想和人格，促進人際關系的和諧發展，正確認識人類共同發展的需要與追求等社會生活中的重大問題，確定自己的人生追求和價值標準。

2.因材施教，注重實效

在四川理工學院“大學語文”課程的開設對象，主要是理工、經管、政法、藝術類等非中文專業的大學一年級學生。針對理科生教學時，應發揮理科生的長處，側重理性分析，也應針對理科生的短處———漢語言基礎知識不夠牢固、表達不夠清楚、流暢、等問題進行基礎知識的訓練，同時，更重要的是許多理科生喜歡做數理化的練習題，而疏于中外文學作品的閱讀。因此，在教學中應重點引導他們閱讀作品，并用作品中所蘊含的深厚的人文精神去引導、教育學生，讓他們感受到人類精神財富的魅力，受其熏陶，從而陶冶自己的情操，培養自己的素質。針對藝術類學生教學時，首先要了解學生的實際情況。一般來說，藝術類學生的文化基礎普遍不夠扎實、顯得薄弱，但他們內心充滿著對生活的欲望，熱情活潑，敏感極端，有一種表現欲，如給他們講一些理論知識、專家觀點學生多半不會感興趣，但如能聯系實際，講“仁義禮智信”在今天的意義，現代大學生如何做一個具有仁慈仁愛精神、講究道義、懂禮貌、有智慧、講誠信的現代君子，也許學生更易接受理解。

3.以能力提升為基，促進“大學語文”理論教學內容的實踐化轉向

第6篇：外國文學專題研究范文

Jane Eyre is a piece of autobiographical fiction. It is Charlotte. Bronte’s first novel published in 1849. The novel creates a female image who is against social pressure with rebellion and independence. It is filled with love， passion and reason， and maintains its unique artistic charm. This thesis analyzes some major characters in the novel and takes a lot of examples to show the author’s meaning and reflect the theme. This kind of description makes the figure a real person with blood and flesh. It also reflects the author’s resistant spirit. The Heroine of Jane Eyre， a plain and little girl， lives under traditional pressure to pursue for independence and love loyalty. This thesis analyzes her personality. Under her adamancy and self-respect， she literally has got a fiery heart for her love. Furthermore， the thesis tells us the Heroine’s love standpoint that the love should rely on the independent economy and should be equal in their spirit for both the lovers.

Key Words

Love; self-respect; rebellion; women consciousness

摘　要

《簡.愛》是一部自傳體小說，它是夏洛蒂.勃朗特的第一部長篇小說。作者以第一人稱的自敘手法，為我們描述了一個反抗社會壓力，充滿反叛和獨立精神的女性形象。小說以其獨特的藝術魅力，展示其充滿愛、激情與理性的深刻內涵。本文分析了文本的主要藝術形象，通過一系列例證揭示了作者的意圖和文本反映的主題。這種描述使文本人物形象豐滿，有血有肉，同時揭示了作者隱含在文本中的反叛思想。樸實的女主人公簡.愛，在傳統的社會壓力下，追求著自己的獨立和忠實的愛情。本文透過女主人公堅強自尊的性格特點，探秘在其內心深處的熾熱愛情，揭示女主人公追求經濟的獨立，精神上男女平等的愛情觀。

關鍵詞

愛情；自尊；反叛；女性意識

Introduction

Charlotte Bronte was born in a Priest’s family in York Shire in 1816. Her mother died when she was five years old， but her father was an intellect， he often taught his children to read books and magazines and told stories to them. Charlotte was interest in literature， so when she was very young， she was sent to a boarding school and when she was 15， she went to another school to study. In order to support her family， she became a teacher. In 1847， she published her novel Jane Eyre， the novel was a great shock at that time and made her successful. She died in 1885.

Jane Eyre is a great novel that it is an important position in the history of British literature. And it has been translated into various languages and adapted for movie， readers all through the world. The period when Jane lived corresponds with the time of Queen Victoria’s ruling. Victoria who ruled over the British Empire for more than 60 years was a well known queen in English history. The period has been generals regarded as one of the most glorious in the English history.

Jane Eyre has the deep romantics color and has also depicted the actual life novel. The novel begins with Jane in the uncle’s house pass her childhood， she is packed off to a charitable boarding school and Jane sets herself to learn. She becomes a teacher; she is employed as governess of the French daughter of Rochester in his country mansion， Thornfield. In the place she has her own love. When they come to a marriage， Jane has discovered that Rochester has a mad wife who is hidden in that house. Jane doesn’t want to be Rochester’s mistress and leaves Thornfield. She is rescued by the Rivers family. When Jane proposes marriage by John River， Jane knows John Rivers in order to undertake missionary work， so Jane refuses John River’s courting. Then Jane gains a large amount of inheritance from her uncle who she has never known. She returns to Thornfield， but the house has been destroyed by a fire started by the mad wife. She finds Rochester， blind and alone. Then they marry and find happiness together.

I. Jane Eyre’s Personality

A. Jane Eyre’s Adamancy

1. Jane Eyre’s Life at Her Aunt’s Home

Orphaned as an infant， Jane Eyre lives with at Gateshed with her aunt. Sarah Reed. When she is ten years old. Her cousins， Georgiana and Eliza do not love her. Their brother， John， is more blatantly hostile to Jane， reminding her that she is a poor dependent of his mother. One day he is angered to find Jane reading one of his books， so he takes the book away and throws it at her. Finding this treatment intolerable， Jane fights back. She is blamed for the conflagration and sent to the red-room， the place where her kind Uncle Reed died. In this frightening room， Jane thinks she sees her Uncle’s ghost and begs to be set free. Her aunt Reed refuses， and remains Jane in her prison until she learns complete submissiveness. When the door to the red-room is locked once again， Jane passes out. She walks back in her own room， with the kind physician， Mr. Lloyd， standing over her bed. He advises Aunt Reed to send Jane away to school， because she is obviously unhappy at Gateshed.

Her aunt agrees it. All things are very smooth， but Mrs. Reed tells Mr.Brocklehurst that Jane is a lying child. These things do not strike Jane down， she is very firm， she knows there is somebody to love her. The author shows her rebellious spirit through her words and deeds.

2. Jane Eyre’s School Life

Jane is sent to Lowood School， a charity institution for orphan girls， run by Mr. Brocklehurst. A stingy and mean-hearted minister， Brocklehurst provides the girls with starvation levels of food， freezing rooms， and poorly made clothing and shoes. He justifies his poor treatment of them by saying that they need to learn humility and by comparing them to Christian martyrs， who also endured great hardships. Despite the difficult conditions at Lowood， Jane prefers school to life with the Reeds. From Miss Temple， Jane learns proper ladylike behavior and compassion， from Helen she gains a more spiritual focus. The school’s damp condition， combined with the girls’ near-starvation diet， produces a typhus epidemic， in which nearly half the students die， including Helen， who dies in Jane’s arms. Following this tragedy， Brocklehurst is deposed from his position as manager of Lowood， and conditions become more acceptable. Jane quickly becomes a star student. And after six years of hard work， she becomes an effective teacher. Following two years of teaching at Lowood， Jane is ready for new challenges.

At Lowood school is full with fresh and curious， at the same time she worries it very much .In here Jane has a best friend that she is Helen. When Helen is punished to stand up in people’s centre in room， Jane feels the thing makes Helen lose face， but Helen says “yet it would be your duty to bear it， if you could not avoid it， it is weak and silly to be required to bear.”① But Jane is not understood and endured， Helen thinks “love your enemies; bless them that curse you; do good to them that hate your and despitefully use you.”② The thing explains Helen’s weakness， she does not dare compose out to self unfair thing resisting， is able to go to endure.

Jane’s worrying that it has finally appeared， Mr. Brocklehurst comes to school， that he says Jane is a lying child， she is punished to stand on the stool at the head， do not allow anybody speak to her. Jane is crying， but she does not give up， she believes that somebody believes that she is innocent. She wins ultimately everybody’s respect and love.

At school， Jane’s personality is more pronounced resistance， and contrast to her friend’s patient compliance. As the novel progresses， she grows in strength. She distinguishes herself at Lowood School because of her hard work and strong intellectual abilities. Life in Lowood Orphanage may be much more courage and determination to struggle for her right.

3. Jane Eyre Looking for a Job in the Town

Jane leaves Thornfield Hall. She has been rescued by St. John. She speaks: “I will be a dressmaker; I will be a plain-workman; I will be a servant， a nurse-girl， if I can be no better，” Mr. St. John says: “Right， if such is your spirit， I promise to aid you， in my own time and way.” ③ St. John offers Jane a humble job as the schoolmistress for the poor girls in his parish at Morton. Jane works in this very joyful place and she likes there.

“I felt I became a favourite in the neighbourhood. Whenever I went out， I heard on all sides cordial salutations， and was welcomed with friendly smiles. To live amidst general regard， thought it be but the regard of working people， is like sitting in sunshine， calm and sweet， serene inward feelings bud and bloom under the ray. At this period of my life， my heart far oftener swelled with thankfulness than sank with dejection.”④ All this things show Jane’s personality， self-improvement.

B. Jane Eyre’s Self-respect

1. Jane Eyre Meeting with Mr. Rochester

At Thornfield， a comfortable three-story country estate， Jane is warmly welcomed. She likes both her new pupil， Adèle Varens， and Mrs. Fairfax， the housekeeper at Thornfield， but is soon restless. One January afternoon， while walking to Millcote to mail a letter， Jane helps a horseman whose horse has slipped on a patch of ice and fallen. Returning to Thornfield， Jane discovers that this man is Edward Fairfax Rochester， the owner of Thornfield and her employer. He is a dark-haired， moody man in his late thirties. Although he is often taciturn， Jane grows fond of his mysterious， passionate nature.

From the first meeting with him， we can see Jane’s position as a helper in Mr. Rochester’s mind. When one afternoon she is on her way to the post office， Jane meets with Mr. Rochester unexpectedly. And after， she offers him help several times since he falls from his horse， Mr. Rochester still ‘had hardly turned his eyes in Jane’s direction before’. From this sentence we can see that Mr. Rochester is very haughty， he is not a man who is amiable and easy to approach. In my opinion， as an ordinary person， we should express our good manners to a stranger if others offers us help， but Mr. Rochester shows his ideas quite different. From their first meeting unexpectedly， Mr. Rochester knows the girl who helps him out of the trouble on his way to his home Thornfield is his governess. However， let’s see how our hero- Rochester’s attitude to Jane at his own home as a master. One evening when she is told at last by Mrs. Fairfax to have tea with Mr. Rochester in the drawing-room， Jane regards his first invitation as a ceremony and prepares it stately.

From these statements above， it’s not difficult to see Mr. Rochester is a haughty and indifferent man either to his servant or to a person he does not know much perhaps as far as he is concerned， he has nothing to say to his employees except giving them orders because he does not think his employees have the same languages to talk with. As we know， he is a bachelor and he has traveled many nations of the world. Not only the knowledge but also the experiences can make him superior to them. So he seems to look down upon any persons in his home.

Take one meeting as an example. They talk about gift and Jane’s answer is that: “sir， you have now given me my ‘cadeau’; I am obliged to you ‘it is the meed teachers most covet-praise of their pupils’ progress.” ⑤ Here shows Jane’s self-respect.

2. Jane Eyre Falling in Love with Mr. Rochester

Mr. Rochester and Jane fall in love concerns and have revealed a lot of problem of United Kingdom society and tell to reader: What is the amatory basis? How gain happy marriage? What position should the woman have in the family?

Love is the most beautiful characteristic of human beings’ life and love can not be measured by one’s status， power or property. In most inpiduals’ life， people like to seek a meaningful， romantic relationship resulting in love， commitment， companionship and happiness. In my opinion， it is most important that a man and a woman have heart and feelings that find a perfect response， and also have mutual affinity. Shakespeare says: “the course of true love never runs smooth.” Jane and Rochester get true love after a lot of sufferings. Jane loves Rochester deeply always-from the beginning to the end. There should be no distinction of property， rank or age in true love. Jane falls in love with Mr. Rochester. He who has rich experience and wisdom is softhearted， wealthy and in high rank as well as having pride and rudeness. Jane loves him， but not for his wealth and high rank， because he treats her equally and in a friendly manner， although she is poor and in low position. She is such an excellent girl， good， intelligent， considerate that Rochester is attracted by her. It is Jane but not someone else who Rochester loves.

In order to lead a life of independence， Jane works as a governess at Thornfield Hall. She is looked down upon by the rich ladies of the fashionable society， but she never despises herself， she never feels herself inferior. She is satisfied with， and even proud of her honest， independence work. Rochester is attracted to her qualification of mind， courage， independence， and strong personality， and falls in love with her. But it is Jane Eyre who declares her love to Rochester before he makes his sentiment clear to her，“Do you think， because I am poor， obscure， plain， and little， I am soulless and heartless?” she cries， “You think wrong!- I have as much soul as you，- and full as much heart! And if god had gifted me with some beauty， and much wealth， I should have made it as hard for you to leave me， as it is now for me to leave you. I am not talking to you through the medium of custom， conversation， nor even of mortal flesh;-it is my spirit that addresses your spirit; just as if both had passed though the grave， and we stood at God’s feet， equal，-as we are!”⑥ Here， “equal” is the word， she loves Rochester just because he regards her as a human being， or more importantly， as an equal person. Equality is what she strives for， and in him she finds what she strives for. It shows that Jane is not very mature in mind. Without Rochester， her material life can’t be affected， but she can’t part from Rochester in spirit and emotion. Rochester wins Jane’s heart， because she feels they are kindred spirits， and because he is the first person in the novel to offer Jane lasting love and a real home.

Jane is honest， noble， pure， intelligent not to accept contaminating of common customs society， she has accepted his love just now， and has agreed to get married with Rochester.

3. Jane Eyre Deviating from Mr. Rochester

Finally， they can get married， but it is not smooth. At this time Mason appears to wedding， he speaks Mr. Rochester has a wife and she lives in the Thornfield Hall， (this women is that the crazy woman frequently appears to look like ghost).When Jane knows all things， she feels embarrassed very much， but she decides to leave there.

If she leaves， she can retain her self-respect; if she stays， she will become Rochester’s mistress. Finally， she decides to leave Thornfield Hall. Because living with Rochester as his mistress means the loss of her dignity.

Rochester’s oppression does not come from the fact that Rochester wants to marry Jane without telling her his mad wife’s story. Here the point is that Rochester’s love oppresses Jane and jeopardizes her independence. Jane knows， facing Rochester， she is no longer as independent as before. Jane’s heart is always in a state of intense struggle. Her willing devotes herself to Rochester， but she still tries to grasp her own soul. When the secret is discovered， Rochester hopes that Jane can go with her in the name of love. Jane is nearly shaken. After all， she keeps her inpidual soul.

Why does Jane leave? In my opinion， when he meets Jane， Rochester is planning to change his lifestyle. Giving up his wild， dissipated life on the continent， he’s searching for freshness and freedom. Rochester’s goal is self-transformation， a reformation to be enacted through his relationships with women. Longing for innocence and purity， he wants Jane to be the good angel in his life， creating new harmony. Despite these desires for a new life， Rochester is still caught in a web of lies and immorality: He attempts bigamy and then tries to convince Jane to be his mistress. He also tries to objectify Jane by clothing her in expensive satins and laces， leaving her feeling like a “performing ape.” Although Rochester has critiqued Blanche Ingram and Céline Varens for their materialism and superficiality， here he seems to be mimicking them. Rochester’s passions and materialism need to be disciplined before he can be the proper husband for Jane.

4. Jane Eyre Refusing Mr. St. John River’s Courting

St. John Rivers is cold， hard-hearted， and repressed. His handsome appearance indicates moral and intellectual superiority-he has “a straight， classic nose; quite an Athenian mouth and chin”- and contrasts with Rochester’s more rugged features. Although St. John initially appears perfect， Jane soon detects a restlessness or

hardness under his seemingly placid features. He is “no longer flesh， but marble” and his heart seems made of “stone or metal.” His reserve and brooding suggest a troubled nature， and his zealous Christianity offers him neither serenity nor solace. St. John’s feelings about Christianity are revealed in his sermons， which have a “strictly restrained zeal” that shows his bitterness and hardness. While Rochester vents his passions， St. John represses his. The iciness of St. John’s character is most pronounced in his relationship with Rosamond Oliver. Although he “flushes” and “kindles” at the sight of her， St. John would rather turn himself into “an automaton” than succumb to Rosamond’s beauty or fortune. His ambition cuts St. John off from all deep human emotions. St. John would like to have been a politician， a poet， or anything that could have offered him glory， fame， and power. His solution is to become a missionary， a position that will require all of these skills.

In Jane’s point of view， John is selfish and cold-blooded. John decides to travel to India as a missionary and he asks Jane to go with him as his wife. Jane agrees to go to India but refuses to marry her cousin because she does not love him. Or we could say St. John plans to become a missionary in India. He tries to convince Jane to accompany him， as his wife. Realizing that St. John doesn’t love her but just wants to use her to accomplish his goals， Jane refuses his request， but suggests a compromise by agreeing to follow him to India as a comrade， but not as a wife. She has finally refused St. John. River’s courting.

Women are not acting a role that society appoint to them， women should throw their own endeavor， pursue to equal in the economy， marriage， character and society position.

II. Jane Eyre’s Love and Its Reflection

A. Jane Eyre’s Love

The oppressor Jane has is Mr. Rochester， most writers agree that the theme of Jane Eyre is the search for love. Lawerence has said，” The novel is revolutionary in its treatment of love.”

True love is very important to Jane. Jane immediately leaves Moor House to search for her true love， Rochester. She discovers Thornfield a burned wreck， just as predicted in her dreams. From a local innkeeper， she learns that Bertha Mason burned the house down one night and that Rochester lost an eye and a hand while trying to save her and the servants. He now lives in seclusion at Ferndean.Jane immediately drives to Ferndean. There she discovers a powerless， unhappy Rochester. Jane carries a tray to him and reveals her identity. The two lovers are joyfully reunited and soon marry.

In my opinion， the following words show her inner mind: “Do you believe I am one automation machine? Does not one have the affection machine? Can let my mouth a piece of bread comply with me; splash away in the cup let my drop of water comply with me? You think because of I am poor， low and unbeautiful， I do not have soul? You have mistake! --- My soul and you are the same; my heart completeness also with you is the same! If God give me a little beautiful and wealth， I will let you feel being difficult to leave me， you are same as like I am difficult to leave. I am really not to pass convention， even not by the human body of ordinary person with talk about you--- but my spirit is speaking in the spirit with you; like two people go through grave that we stand is equal before God's foot， because of we are equal!”⑦ Here is a dialogue: “Ah! Jane， but I want a wife” “Do you， sir “Yes; is it news to you?” “Of course: you said nothing about it before” “Is it unwelcome news?” “That depends on circumstances， sir-on your choice.” “Which you shall make for me， Jane. I will abide by your decision.” “Choose then， sir-her who loves you best.” I will at least choose –her I love best. Jane， will you marry me?” “Yes， sir.” “A poor blind man， whom you will have to lead about by the hand?” “Yes， sir.” “A crippled man， twenty years older than you， whom you will have to wait on?” “Yes， sir.” “Truly， Jane?” “Most truly， sir.” “Oh! My darling! God bless you and reward you!”⑧ Here shows their love is happiness.

B．Jane Eyre’s Rebellion

Jane is such a self-respecting， impendence and decisive woman. Although artistic and educational pursuits are essential elements of Jane’s personality， she also feels a need to assert her identity through rebellion. In the opening chapters of the novel， Jane refers to herself as a “rebelling slave，” and throughout the story she opposes the forces that prevent her from finding happiness: Mrs. Reed’s unfair accusations， Rochester’s attempt to make her his mistress， and St. John’s desire to transform her into a missionary wife. By falling in love with Rochester， she implicitly mutinies against the dictates of class boundaries that relegate her， as a governess， to a lower status than her “master.” Besides rejecting traditional views of class， she also denigrates society’s attempts to restrict women’s activities. Women， she argues， need active pursuits and intellectual stimulation， just as men do. Most of Jane’s rebellions target the inequities of society， but much of her personality is fairly conventional. In fact， she often seems to provide a model of proper English womanhood: frank， sincere， and lacking in personal vanity.

Jane’s personality balances social awareness with spiritual power. Throughout the novel， Jane is referred to as an imp， a fairy， a relative of the “men in green.” As fairy， Jane identifies herself as a special， magical creature. Connecting herself with the mythical beings in Bessie’s stories， Jane is affiliated with the realms of imagination， with the fantastic. Jane’s psychical abilities aren’t merely imaginary: her dreams and visions have a real impact on her life. For example， supernatural experiences， heralds of visions “from another world，” foreshadow drastic changes in Jane’s life， such as her move from Gateshead to Lowood， or her rediscovery of Rochester after their time apart. Thus， Jane’s spirituality isn’t a pure Christian one—in fact， she rejects many of the Christian characters in the novel， such as St. John Rivers， Eliza Reed， and Mr. Brocklehurst—but a mixture of Christian and pagan ideas. Like nature， Jane’s God is filled with bounty， compassion， and forgiveness—qualities lacking in many of the spiritual leaders she criticizes in the novel.

C．Jane Eyre’s Women Consciousness

Jane Eyre’s women consciousness is far beyond Victorian times. In 19th century， women did not have any status. They were discriminated against and conceived of as a people inferior to men. That was why Jane Eyre was criticized by some people. Lionel Stevenson said， “Jane Eyre was an intolerable renegade from all the standards of behavior expected of respectable girls.”

In Jane’s life， she never stops struggling against miserable life and misfortune. She has not noble position， an illustrious background， wealth or a beautiful appearance. The only proud thing for her is her self-respect which is supported by her self-confidence and her staunch independence. She never expects that Rochester can love her because she thinks there is a big gap between them forever. When they fall in love， Jane has to keep her self-respect and impendence in case of losing herself. What she can give to Rochester is only her love， her infatuation， her spiritual support and nothing else. However， what Rochester gives her is more than hers. He can also improve Jane Eyre’s social status and increase her wealth. This situation makes her feel that they are not quite equal and her independence is also threatened.

Jane’s women consciousness and her struggling experience set a brilliant example for the female worldwide. Her spirit encourages women to fight for liberation. Jane Eyre tells not only what an independent woman is like but also what a successful woman should do.

Conclusion

Jane Eyre is a powerful narrative with profound themes concerning genders， family， passion， and identity. It is unambiguously one of the most celebrated novels in British literature. The novel is written in the first person， and thus magnifies the central character the reader enters the world of Jane Eyre. This makes the work meaningful， especially since we know that Charlottes Bronte’s own life and experiences were so closely interwoven with the heroine’s.

Jane Eyre is poor but aspiring， small in body but huge in soul， obscure but self-respecting girl. After we close the covers of the book， after having a long journey of the spirit， Jane Eyre， a marvelous figure， has left us so much to recall and to think: We remember her striving for life， her toughness and her confidence… When we think of this girl， what she gives us is not a pretty face or a transcendent temperament that make us admire deeply， but a huge charm of her personality. The story can be interpreted as a symbol of the independent spirit. As we refer to the novel Jane Eyre， it is not surprising to find some differences because of its being filmized and retold in a new way， but the spirit of the novel remains to be an independent person， physically and mentally.

Notes

①. Bronte， Charlotte. Jane Eyre. 北京：當代中國出版社， 2002， p51.

②. Bronte， Charlotte. Jane Eyre. 北京：當代中國出版社， 2002， p53.

③. Bronte， Charlotte. Jane Eyre. 北京：當代中國出版社， 2002， p345.

④. Bronte， Charlotte. Jane Eyre. 北京：當代中國出版社， 2002， p362.

⑤. Bronte， Charlotte. Jane Eyre. 北京：當代中國出版社， 2002， p117.

⑥. Bronte， Charlotte. Jane Eyre. 北京：當代中國出版社， 2002， pp249-250.

⑦. Bronte， Charlotte. Jane Eyre. 北京：當代中國出版社， 2002， pp249-250.

⑧. Bronte， Charlotte. Jane Eyre. 北京：當代中國出版社， 2002， p441.

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第7篇：外國文學專題研究范文

[關鍵詞]大學語文；課堂教學；人文素質教育；現狀問題；有效對策

1 大學語文教學中人文素質教育現狀問題

1.1 教學理念不重視人文素質教育

理念是人們行為的先導。在大學語文教學中，教師的教學理念是其組織一切教學活動的指揮棒。當前，很多大學語文教師仍舊將語文學科看成單純的工具性學科，而忽略了其在培養學生人文素質方面的重大積極作用。在調查中我們得知，當前很多大學生品鑒文學作品方面的能力十分低下，急需借助傳統的經典文學教育對其進行提升與引導，并且很多大學生在人格心理及價值觀念方面存在一些問題。這都反映出當代大學生人文精神與人文素質的嚴重缺失，必須在語文教學中對其進行有針對性的感染與熏陶，才能促進其人文素質的快速提升。

1.2 語文教師綜合素質普遍不高

在大學語文教學中，人文素質教育的直接執行者是教師，其是決定教育成效優劣的核心因素。但是，在調查中我們發現，當前很多高校的大學語文教師綜合素質普遍不高，主要是因為： ①大學語文學科處于邊緣狀態、地位十分尷尬。大學中急功近利思想盛行，在各個學科的學習中苛求立竿見影，而大學語文的學習是一個循序漸進的過程，從量變到質變需要一個較為漫長的過程，因此很多學生對其學習持以懷疑態度。再加上大學語文不像英語學科那樣可增加求職的籌碼，因此很多高校都盡量壓縮其課時，學生的學習興趣也十分低下。在這種情況下，一方面高校在選聘語文教師方面門檻較低；另一方面教師的教學積極性也不高，并且也不重視對自身素質的提升。②大學語文課程地位不明確。當前大學語文的獨立性不足，缺乏博士點、碩士點支撐，因此教師的學術交流機會與平臺也較少，大多數語文教師都沒有進修與培訓教育機會。因此，很多大學語文教師找不到科研與教學的結合點，逐漸喪失了做語文專題研究的意識與興趣，從而導致自身的綜合素質停滯不前，最終無法在教學中對學生進行高效的人文素質教育。

1.3 考核方式未彰顯人文素質教育特點

當前，大學語文教學依然沿襲了中學語文教學的重心，過于重視“語”，而忽略了“文”的價值，這就導致大學語文課程淡化了課程的人文性與審美性。在這種情況下，大學語文考核依舊將知識考查作為重點內容，這就與素質教育理念背道而馳，從而暴露出諸多弊端。有調查數據顯示，在對我國30多所大學進行調查中發現，有26所學校仍舊用書面考試作為考核學生大學語文學習成效優劣的唯一依據，并且教師設計的試題隨意性很大，甚至同一個學校各個專業的公共語文課程考試題目各不相同，但是都局限于教材內容，題型也和中學基本一致。尤其需要提出的是，很多試題都是教材或講義上的原題，沒有經過任何轉變，再加上很多教師為學生劃重點，這就使得那些平常逃課、不認真聽講的學生即便在平常不做寫作訓練與延伸閱讀，只要在考前突擊，就能考出高分數。

2 有效應對大學語文人文素質教育問題的策略

2.1 提高人文素質教育的地位

在人文素質中語文素質處于核心地位。換句話說，捕捉到語文教育的規律，就捕捉到了人文素質教育的技巧。針對當前大學語文教學中人文素質教育處于邊緣化的現狀，教師應重新審視語文教學的目標與重點，在重視對學生進行基礎語言能力的培養外，還應加大對其進行文學藝術方面的教育，以幫助他們形成正確的審美方法與價值觀。另一方面，大學語文不僅是一門知識性學科，而且還擔負著對學生進行思想道德教育的作用，因此教師在日常教學中應將“人文性”作為教學指導思想，用積極的教學理念與行為思想感染與熏陶學生，使得學生在潛移默化中不斷修正自己的價值觀、人生觀與世界觀。大學語文是一門傳遞文學知識與思想的學科，發揮著將人的精神引向崇高與光明的作用，所以在大學語文課堂活動中，學生不僅獲得了一定的文學知識，而且在不斷擴大視野，并且還逐漸提升著自身的人文素養。大學語文作為一門母語課程，其是民族和國家的靈魂，涵蓋了諸多的優秀傳統文化，其教學活動是培養較高人文素養、傳承經典文化思想的有效途徑。因此，大學語文教師應摒棄傳統的教學觀念，用全新的教學理念武裝自己，將人文素質教育提高其應該在的新高度，并將大學語文作為培養學生人文素質的核心課程，適當加大課時量、提高學分。

2.2 提升語文教師的綜合素質

教師是大學語文教學活動的引導者與組織者，其自身綜合素質的高低直接影響甚至決定了教學成效的優劣。因此，為切實提高大學語文人文素質教育質量，高校就應充分重視教師素質對教育效果的巨大影響作用，并積極增強教師的綜合素質。在實際操作中，高校應重視對教師如下幾個方面的提升：①人格魅力方面。人格魅力涵蓋耐性、寬容、贊賞、信任、真誠、關愛等。在實踐中我們可發現，教師的人格魅力比空洞的說教更具感染力，其在無聲無息中熏陶與影響著學生的行為方式與價值觀念，甚至在學生的一生中都能產生深遠影響。尤其對大學語文教師來講，其教授的是一門文學藝術類課程，教給學生的是真理與正義，傳授的是高尚的人文精神，因此自身必須具有較高的人格魅力。②積極情感方面。情感在人們的交流與交際中占據重要地位，而在大學語文教學中師生間的互動溝通是必不可少的，語文教師只有自身蘊含有豐富的情感，才能對學生的憂傷與快樂感同身受，才能具有感動學生的資本。具體來講，大學語文教師只有對世間的愛情、友情、親情、世情有深刻的體味，才能在日常教學中用發自內心的情感感化學生、引導學生，使得學生能夠將教師作為各種真情表達的楷模，用飽滿真情的思維去寫作、欣賞與閱讀，從而逐漸成長為富有情感的與創新精神的有用人才。③學識方面識。“學高為師”中的“學”就是指學識、知識，是大學語文教師立足的根本。教師只有擁有廣博而深厚的外國文學與中國古今文學知識，才能在日常教學中旁征博引，為學生傳遞豐富的人文素養方面的知識，才能從多個層面激發學生的創新意識，從而為學生人文素質的提升奠定基礎。

2.3 創新大學語文的考核方式

在筆者看來，全新的、科學的大學語文教學考核模式必須遵循如下三個原則： ①在全面檢測學生語文“聽說讀寫”能力的前提下，應加大對學生創新能力與人文素養的考核。這就需要教師在設計考核內容與方式時，應將“人文性”滲透其中：考核題型應給學生預留充足的選擇空間，降低選擇題、填空題的占比，適當增加作文、論述、分析等主觀題目。通常情況下主觀題與客觀題的配比為7：3；在考核內容上，應盡可能減少需死記硬背的知識點，提高可反映出學生創新能力與人文素養的內容，目的是檢驗學生分文學作品中人文精神的能力、自我反思精神及認知自我的能力。②提高考核模式的全程性與靈活性。應將結果考核與過程考核放在等高地位，將對學生的人文素質與能力考核貫穿在教學過程的始終，降低學生的期末考試意識，將學生的學習態度、學習精神、思維能力等都作為大學語文考核對象。③取消標準答案，激勵學生創新。受應試教育的長期影響，人們普遍比較重視標準答案，這就極易導致大學語文教學活動限制與扼殺掉了學生的創新靈感與創新積極性。

總之，在大學語文中加強對學生進行人文素質教育，不僅是時展的需求，而且也是高校教育的核心內容。因此，大學語文教師在對學生進行語言知識教學的基礎上，還應充分重視對學生人文素質的培養教育，將大學語文課程提高到獨立而重要的地位開展教學活動，并借助多種途徑不斷提高自身的人格魅力、思想情感，從而用自己廣博的知識、散發著正能量的言行熏陶與感染學生，進而不斷提高學生的人文素質與創新能力，最終切實優化人文素質教育實效。

參考文獻

[1] 黃福元，趙梅賞.當前大學語文教學實施人文素質教育研究[J].語文建設，2014（12）.