文艺复兴时期英国文学

“杨大博”通过精心收集，向本站投稿了8篇文艺复兴时期英国文学，下面小编给大家整理后的文艺复兴时期英国文学，欢迎阅读!

篇1：文艺复兴时期英国文学

1. What is Renaissance? How and why did it come about?

2. What is the development of drama? What were the original forms and content and practice of drama?

3. Why did drama flourish in Elizabethan age? Who are the major playwrights of the time?

4. Who is Marlowe? What contributions did he make to English drama?

5. Who is Shakespeare? What famous and great plays (history, comedy, tragedy)? What features?

6. What did Ben Jonson write about? What representative work?

7. Prepare the excerpt from Hamlet (31-32). What is it mainly about? What humanist idea can you find in the soliloquy?

8. What was the most important translation of the time?

Reference questions on Shakespeare and Hamlet

1. Why is Shakespeare an eternal subject of study? Where lies his greatness?

2. What are the themes of Hamlet?

3. What is the significance of Hamlet as a character?

4. What is blank verse?

5. What is soliloquy?

Text study 1 Hamlet’s soliloquy “To be or not to be”

1. What is the main idea of Hamlet’s soliloquy? Summarize in one or two sentences the main idea of the soliloquy?

2. How does the soliloquy reflect the spirit of the time or the idea of humanism?

3. How do you analyze Hamlet’s argument in terms of structure?

Text study 2 The Merchant of Venice / The Trial Scene

Pre-reading

The most interesting character in this play is Shylock. Some people think him as a cruel miser, deserving his punishment while others consider him a victim of discrimination. From what you know of the play, what do you think of this character? To what extent does this character deserves our sympathy? Discuss with your classmates.

Discussion

1. After reading the “trial scene”, have you changed your idea about Shylock? Refer to the questions in Pre-reading, and try to defend your position with evidence from the text.

2. Portia gives an eloquent speech on mercy when she tries to persuade Shylock to give up his bond. Consider the punishment received by Shylock, do you think the Christians are being merciful to Shylock?

3. In Shakespeare’s day, the playwrights did not give details of stage direction in thei

第一文库网r play text. In this play, for example, nothing is said about how Shylock leaves the stage. Is he content? Or is he sad? Does he show his anger? If you were the actor playing the role of Shylock, how would you perform his exit?

Questions for Renaissance poetry and prose

1. Who was thought to be the greatest English poet since Chaucer? What is his representative work? What are the features of this poem?

2. What new forms (rhyme―blank verse, stanza--sonnet) of poetry were introduced into England? By whom?

3. Who were the famous sonneteers of the time?

4. How do you tell an Italian (Petrarchan) sonnet from an English (a Shakespearean) one?

5. How many sonnets did Shakespeare write? What are the major subjects?

6. Who were the two major prose writers? What is Utopia? Where do you think More possibly got the idea or was it all his own invention? How do you interpret the title of the book?

7. What contribution did Bacon make to the English system of thinking and learning?

8. What’s the purpose of his Essays?

9. Based on your reading of his work, give your personal impression of/comment on his Essays?

10. The English Renaissance period is known for its translations. What are the most important translations of this age?

Text study 1 Sonnet 18 by Shakespeare

Questions

1. What is the English sonnet form? Study the metrical and rhyme scheme as well as the structure?

2. What’s the main idea? Is it really about love? What is peculiar of this love poem?

3. What figures of speech are used?

Text study 2 “Of Studies” by F. Bacon

Pre-reading

Choose one of the headings below and write down a couple of sentences according to the heading:

1. Learning can be used to ............

2. People’s attitudes towards knowledge differ:

3. Not all books should be read in the same way:

Language and Style

1. Bacon’s aphoristic style is characterized by the frequent use of parallelism.

Find one such example from the text and either translate or paraphrase the selected sentences.

2. Underline some of the metaphors or metaphorical descriptions in the essay.

Select at least two and explain what they illustrate.

Writing

Write a commentary of about 250 words according to the following requirements: a) choose one of the headings in Pre-reading as the opening sentence of your

comment;

b) quote Bacon and explain his idea;

c) comment on Bacon’s idea and express your personal opinion.

Discussion

1. How do you define the style?

2. Study the essay by comparing the English version with the translation of Mr Wang. How do you like the Chinese version?

3. Paraphrase and comment on sentences 1-6, 10-12.

篇2：英国文学毕业论文

浅析英美文学课边缘化成因及其对策

摘要：英美文学课是为英语专业高年级学生开设的课程，对于提升学生的文学修养有着不可替代的作用。

在当前的教学实践中，英美文学课出现了诸多问题，并陷入了窘境。

本文拟从文学课边缘化的成因入手，全面剖析教师、学生及课本等几方面原因，并根据笔者的教学经验，提出切实可行的解决问题的策略。

关键词：英美文学;边缘化;原因;对策

阅读文学作品不但可以提升一个人的文化修养，更可以启迪精神、净化灵魂。

对于英语专业的毕业生来说，文学作为一种资源和财富，最起码的文学修养是有必要的。

尽管《高等学校英语专业教学大纲》中明确指出“文学课程的目的在于培养学生阅读、欣赏、理解英语文学原著的能力，掌握文学批评的基本知识和方法，通过阅读和分析英美文学作品，促进学生语言基本功和人文素质的提高，增强学生对西方文学及文化的了解”。

然而，在近些年的教学实践中，英美文学课却陷入了一些困境，文学课已出现逐渐地被边缘化趋向，已经引起了很多教育人士的担忧。

本文试从自身教学经历来探讨文学课边缘化的成因及解决方法。

一、英美文学课教学存在的问题

造成英美文学课边缘化的原因可以从教育体制、教师、学生和教材等方面来探究。

1.教育结构失衡

尽管20《高等学校英语专业教学大纲》将英美文学课划为专业知识课，并规定在英语专业三四年级开设英美文学课，但是在实际教学过程中，文学课已被边缘化。

“从主干课、必修课沦落到选修课、讲座课;从二十人的小班、讨论式上课改为两三百人的、讲座式的大课堂;从两个学年的课程‘浓缩’到一个学期。

对该课程的要求也随之放宽”。

[3]在教学实践环节，文学课已从主干课变成服务型课程，居于次要的位置。

很多教师把文学课的作用归于提高学生的语言水平，而不是“培养学生的文学欣赏和批判能力”。

[5]

2.课时紧，教学任务重

文学课的教学目的之一,就是让学生读到原汁原味的作品，其二是让学生读完作品之后有相应的反应，对作品做出评价。

而现在的文学课只是停留在语言的输入过程中，即阅读欣赏阶段，文学课教师忽视了输出过程，即相应的批评活动。

这其中的原因也是由于文学课课时紧，任务重，教师必须采取满堂灌的方法，讲述文学背景、流派、作家生平、作品主题及风格等。

一堂课下来，不但教师觉得累，学生也忙得手忙脚乱，收效甚微。

这种机械化的、单一的、以教师为中心的教学模式，很难培养学生的文学鉴赏能力。

长此以往，学生的惰性增强，文学课就变成了上课记笔记、考前背笔记应付考试的过程。

学生课堂上的冷淡反应也会影响教师的授课热情。

加之教师的课时多，科研任务重，疏于教学方法的改革和创新就在所难免。

如此恶性循环，更加加剧了文学课边缘化的过程。

3.学生价值观错误和缺乏自主学习意识

学生的原因可以归结为两点，即价值观的改变和自主学习意识的缺乏。

众所周知，中国的社会转型和变革，给经济发展和人民生活带来了翻天覆地的变化。

这种实用主义和功利主义的价值观也深深地影响了身处象牙塔中的学子。

理想主义价值观逐渐被追求金钱、物质的现实主义价值观所取代。

英语专业的学生把更多的时间和精力投入到能用证书来衡量和证明自己的课程中，如计算机课程、“专四”、“专八”考试等。

仿佛只有这样，才能增加日后找工作的筹码和含金量。

很多院校也迫于就业的压力，删减文学课课时来增加“实用”课的课时。

殊不知一个人的内在修养比那些证书要重要得多。

此外，学生的自主学习意识缺失、学习方法不当、严重的依赖心理也是现实中的问题。

有的学生由于英语的基本功不扎实，读原著简直是难上加难，对文学课也敬而远之，文学课对他们来说是形同虚设，几乎没什么作用。

这也成了文学课被边缘化的重要原因之一。

4.教材与现实脱节

现行的很多文学教材在内容和形式上制约了文学课的发展。

比如说，教材更新速度慢是很多院校面临的问题，有的院校甚至十年都在用同一本教材。

另外，文学作品中的语言，与现实中使用的语言、与社会发展严重脱节。

在学生初次接触英国文学的时候，就得去读英语诗歌“贝奥武夫”，且不说花费大量时间去消化解释诗歌用的术语，单纯那难懂的古英语就会使学生的文学初体验以艰难苦涩而告终。

二、解决问题的对策

由于大多数学生受语言能力的限制，对英美文学课有畏难情绪。

上课打不起精神，学习兴趣不够。

因此，文学课的教学应该秉承“以人为本”的教育理念，[4]从学生的实际情况出发，做到因地制宜，因材施教。

根据笔者的教学经验，英美文学课做到以人为本，教师应注意以下几点：

1.培养学生自主学习意识

首先，教师应该改变“填鸭式”的教学方式，最大限度地发挥学生的主观能动性。

要想确立学生在课堂中的主体地位，教师就应该鼓励学生多多参与课堂讨论，就特定的作家、作品发表自己的想法。

在参与讨论过程中，教师应该帮助学生克服怕出错的心理，采用启发式教学，无论对错，重在参与。

比如，在讲解Walt Whitman和Emily Dickinson的诗歌时，可以让学生区别二者的异同。

这个问题有很多切入点，学生可以探讨主题、写作手法、还可以从女性文学的角度来参与讨论。

再如，在学习《了不起的盖茨比》时，会涉及美国梦这个主题。

教师可以设计很多问题，并让学生联系自己的梦想展开讨论。

受这些问题的启发，学生也会重新审视

自己的人生观、世界观，文学课的价值也就真正体现出来了。

2.在教学中加入中西文化导入和比较的环节

在文学课程中加入文化导入和比较的环节，可以使教学效果事半功倍。

一方面，学生了解中西文化的差异，有助于培养跨文化的复合型人才;另一方面，中西文化的比较，可以帮助学生克服畏难情绪，提高学习兴趣。

在学习意象派时，对意象的讲解可以借鉴马致远的《秋思》：“枯藤、老树、昏鸦、小桥、流水、人家、古道、西风、瘦马。”那么埃兹拉·庞德的《在地铁车站》就可以翻译成：“幽灵、人群、面孔;黝黑、树枝、花瓣。”把中西文化对比融入教学中，不但可以加深学生的理解，还可以提升学生的文学鉴赏能力。

3.重视现当代文学作品

由于课时紧，任务重，教师不可能面面俱到，详尽地讲解每个流派。

而且，现行的文学教材有厚古薄今的倾向，有时不得不放弃一些现代作品的讲解。

因此，应“放弃一些早期的语言难度大的经典作品，让学生接触到更多现、当代英美文学经典作品”。

[1]另外，教师可以充分利用现代科技带来的便捷。

如从网络上查找一些可读性强的作品来弥补教材更新慢的缺点。

高等教育的职责在于为各行各业培养和输送合格的人才。

培养具有扎实的基本功、宽广的知识面、高素质的外语人才，是英语教师不可推卸的责任。

“除了从社会、环境、教育思想等方面找原因外，我们更应从自身去找原因”。

[3]面临困境的英美文学教师，应该从自身做起，尝试教学改革与研究，切实地发挥英美文学课的重要作用。

参考文献：

[1]范谊,芮渝萍.英美文学教学的目标内涵与层次定位[J].外国文学研究,,(3).

[2]高等学校外语专业教学指导委员会英语组.高等学校英语专业英语教学大纲[M].北京:外语教育研究出版社;上海:上海外语教育出版社,.

[3]李公昭.现状与忧思[J].郑州大学学报(哲学社会科学版),,(5).

[4]芦红娟.英语专业英美文学教学中的“以人为本”教育理念[J].空中英语教室(社会科学版),,(12).

[5]孙琳,曹红晖.谈英美文学教材的选编问题[J].山东外语教学,,(2).

[6]王春晖.高师院校英美文学教学面临的问题与对策[J].湖南师范大学教育科学学报,,(2).

[7]徐庆宏,常漪.英美文学自主学习探索[J].文学教育,2011,(2).

篇3：英国文学毕业论文

浅析《鲁滨逊漂流记》中的个人主义

关键词：鲁滨逊漂流记个人主义人物思想

摘要：在英国文学史上，十八世纪被认为是一个特殊的历史时期，因为在这一时期英国社会经济结构发生了巨变，工业革命爆发，导致了英国工业资本主义得到迅速发展。

工业革命不仅是一场经济变革，同时也是一场社会变革，引起了英国社会的全面变革。

改变了人们的经济地位，形成了新的社会阶级关系。

社会经济的发展给人们意识形态领域无疑产生了巨大的影响，人们开始抛弃传统，废除影响个人发展和个人独立思想形成的旧观念、旧模式和旧思维。

《鲁宾逊漂流记》中的个人主义

在英国文学史上，十八世纪被认为是一个特殊的历史时期，因为在这一时期英国社会经济结构发生了巨变，工业革命爆发，导致了英国工业资本主义得到迅速发展。

工业革命不仅是一场经济变革，同时也是一场社会变革，引起了英国社会的全面变革。

改变了人们的经济地位，形成了新的社会阶级关系。

社会经济的发展给人们意识形态领域无疑产生了巨大的影响，人们开始抛弃传统，废除影响个人发展和个人独立思想形成的旧观念、旧模式和旧思维。

一个新型的经济和政治组织给其成员最大的自由来选择自己的行为，正是在这一大的社会背景下，一个新的名词“经济个人主义”诞生了。

这一思想促使了人们背离过去和社会传统规约，以自我为中心，张扬个性和挖掘能力，同时在宗教界，新教主义思想得到了广泛的传播。

为“经济个人主义”思潮推波助澜。

政治、经济和宗教界的种种变化在英国产生了轩然大波。

丹尼尔.迪福，这个被称为英国小说之父的伟大作家，用自己独特的写作方式记录了当时时代、社会和人们思想的变迁，其哲学观与17世纪经验派有着不谋而合之处，其小说也从各方面揭示了社会的“经济个人主义”思想，《鲁宾逊漂流记》就是这一思想得以表达的典型代表。

这部小说是迪福受当时一个真实故事启发而创作的。

179月一名叫亚历山大.塞尔柯克的苏格兰水手在海上与船长发生争吵，被船长遗弃在南美洲大西洋中的按菲南德岛上，四年后当他被救回英国时已成了一个野人。

塞尔柯克在荒岛上并没有做出什么值得颂扬的英雄事迹，但是迪福通过自己的想象把鲁宾逊塑造成了一个充满劳动热情的新人。

他凭借着自己顽强不息的劳动与大自然作斗争，表现出惊人的毅力。

鲁宾逊一到荒岛，就克服了最初的悲观情绪，立即投入了政府大自然的斗争，这种征服自然的无限勇气和坚韧不拔的实干精神使鲁宾逊的形象产生了巨大的艺术魅力。

作者借此歌颂了资产阶级在资本原始积累时期的冒险精神，强调了个人的聪明和毅力。

因此，“鲁宾逊”成了当时中小资产阶级心目中的英雄人物，代表了西方文学中的一个理想化的新型资产者形象。

《鲁宾逊漂流记》一经问世，就被许多经济学家看作是了一本经济学著作。

小说中的主人公是经济个人主义的有力体现。

他孜孜以求，以追求个人利益和占有、发展和扩大为最终目的，作者把这一行为看作是当时整个世界的主流趋势。

在这个世界上人们在根据自己的得失想方设法地获取金钱和利益，麦克斯.韦伯认为这就是现代资本主义的典型技术特征。

迪福小说中的主人公，无需学习这种技巧，他们生来血液里就已经具有了这种技能。

小说中的故事情节也表达了当时人们社会生活的重要价值趋向，正是这种生活愿望使迪福小说中的主人公和其他小说中所描写的流浪汉大相径庭。

鲁宾逊不像奥托里斯科，一个既熟悉当地生活又遍游各地的生意人;也不像尤利西斯，一个努力回归家园和故土的航海家。

他唯一的使命就是追求利益，梦想着占有整个世界。

追求个人经济地位的价值趋向不仅削弱了人们社会生活中的群体关系，而且也影响了个体关系。

正如韦伯所说，作为人类生活最重要的非理性因素之一，性在迪福的小说中成了个体追求经济目标最大的潜在威胁。

篇4：英国文学期末试卷

I. Select from the four choices of each item the one that best answers the question or completes the statement.

1. The greatest poet of the Middle English period is ______，the father of English poetry.

A. Geoffrey Chaucer B. John Lyly

C. William Langland D. John Milton

2. In “The Pilgrim's Progress” Christian and Faithful come to the ______where both are arrested as alien agitators and tried.

A. Vanity Fair B. Doubting Castle C. Celestial City D. hell

3. Shakespeare’s four great tragedies are： Hamlet， Othello， ______ and ______.

A. King Lear…Romeo and Juliet B. King Lear…Macbeth

C. King John…Julius Caesar D. King John…The Merchant of Venice

4. The keynote of the Renaissance is ____________.

A. humanism B. realism C. naturalism D. skepticism

5. The English Renaissance period was an age of ______.

A. poetry and drama B. drama and novel

C. novel and poetry D. romance and poetry

6. The predominated metaphor in The Pilgrim’s Progress is that ______.

A. Life is a journey B. Life is a dream

C. Life is to endure hardship D. none of the above

7. _____is a typical feature of Swift’s writings.

A. Bitter satireB. Elegant style

C. Casual narrationD. Complicated sentence structure

8. “Do you think， because I am poor， obscure， plain， and little， I am soulless and heartless? ... 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.” The above quoted passage is most probable taken from_______ .

A. Pride and Prejudice B. Jane Eyre C. Wuthering Heights D. Great Expectations

9. After reading the first chapter of Pride and Prejudice， we may come to know that Mrs. Bennet is a woman of_________ .

A. simple character and quick wit B. simple character and poor understanding

C. intricate character and quick wit D. intricate character and poor understanding

10. The work that presented ， for the first time in English literature， a comprehensive realistic picture of the medieval English society and created a whole gallery of vivid characters from all walks of life is most likely______.

A. William Langland ’ Piers Plowman

B. Geoffrey Chaucer’s The Canterbury Tales

C. BeowulfD. Sir Gawain and the Green Knight

Ⅱ. Decide whether the following statements are true or false. Write T for true and F for false on your answer sheet.

( ) 1. William Wordsworth is one of the representative writers of Critical Realism.

( ) 2. Geoffrey Chaucer is regarded as the father of English poetry.

( ) 3. Paradise Lost is one of Milton’s novels.

( ) 4. The Romantic Age began in 1798 when Wordsworth and Coleridge copublished their joint work “Kubla Khan”

( ) 5. Renaissance is also called the Age of Reason.

( ) 6. Mr. Rochester is a character in the novel Jane Eyre， which was written by Emily Bronte.

( ) 7. In English literature， the Elizabethan period is traditionally called “Age of Shakespeare”.

( ) 8. The greatest English critical realist was Charles Dickens.

( ) 9. English literature in the Renaissance Period is usually regarded as the highlight in the history of English literature.

( ) 10. Gulliver’s Travels is a novel mainly about love and friendship.

III. Matching.

Writers and works

A B

(1)Charles Dickens A. Battle of Books

(2)Charlotte Bronte B. Pride and Prejudice

(3) William Shakespeare C. Romeo and Juliet

(4) Jane Austen D. Oliver Twist

(5) Jonathan Swift E. Jane Eyre

(6) William Thackeray F. Farie Queen

(7) Edmund Spenser G. Ivanhoe

(8) Sir. Walter Scott H. Mrs. Dalloway

(9) Virginia Woolf I. Tom Jones

(10) Henry Fielding J. Vanity Fair

B. Characters and works

(1)Banquo A. Oliver Twist

(2) LydiaB. Macbeth

(3) Nancy C. Robinson Crusoe

(4) Friday D. Pride and Pejudice

(5) Marianne E. Mrs. Warren’s Profession

(6) Pip F. Sense and Sensibility

(7) Vivie G. Great Expectations

(8) Satan H. Paradise Lost

(9) SophiaI. Wuthering Heights

(10) Catherine J. Tom Jones

C Quotations and works

(1) Shall I compare thee to a summer’s day ? A. Jane Austen

(2) It is a truth universally acknowledged that every single man

in possession of a good fortune， must be in want of a wife. B. William Wordsworth

(3) I am Heathcliff! C. William Shakespeare

(4) My love is like a red， red rose. D. T. S. Eliot

(5) I wandered lonely as a cloud.E. Emily Bronte

(6) She walks in beauty like the night.F. Robert Burns

(7)If winter comes， can spring be far behind? H. Percy Bysshe Shelly

(8)Awake， arise， or be forever fallen. I. John Keats

(9) Beauty is truth， truth beauty. J. John Milton

(10) Let us go then， you and I K. George Gordon Byron

IV.Terms. (You can choose four of the followings to give your definition.)

1.Sonnet

2.Renaissance

3.Alliteration

4.British Romanticism

5.Lake Poets/Lakers

6.The Metaphysical School

V.Interpretation ： Read the following selections and then answer the questions.

Write your answers on the Answer Sheet.

1.

For oft， when on my couch I lie

In vacant or in pensive mood，

They flash upon that inward eye

Which is the bliss of solitude;

And then my heart with pleasure fills，

And dances with the daffodils.

Questions：

(1)What does the poem describe?

(2)Can you paraphrase the meaning of “the bliss of the solitude“?

(3)What is the relation between man and nature， and in what way does the poem reflect some characteristics of Romanticism?

2.

It is a truth universally acknowledged that a single man in possession of a good fortune must be in want of a wife.

However little known the feelings or views of such a man may be on his first entering a neighborhood， this truth is so well fixed in the minds of the surrounding families， that he is considered as the rightful property of some one or other of their daughters.

”My dear Mr. Bennet，“ said his lady to him one day， ”have you heard that Netherfield Park is let at last?“

Mr. Bennet replied that he had not.

”But it is，“ returned she; ”for Mrs. Long has just been here， and she told me all about it.“

Mr. Bennet made no answer.

”Do not you want to know who has taken it?“ cried his wife impatiently.

”You want to tell me， and I have no objection to hearing it.“

This was invitation enough.

”Why， my dear， you must know， Mrs. Long says that Netherfield is taken by a young man of large fortune from the north of England; that he came down on Monday in a chaise and four to see the place， and was so much delighted with it that he agreed with Mr. Morris immediately; that he is to take possession before Michaelmas， and some of his servants are to be in the house by the end of next week.“

”What is his name?“ ”Bingley.“ ”Is he married or single?“

”Oh! single， my dear， to be sure! A single man of large fortune; four or five thousand a year.What a fine thing for our girls!“

Questions：

(1)Why Mrs. Bennet insist Mr. Bennet visiting Netherfield and Mr. Bingley?

(2) What kind of people are Mr. and Mrs. Bennet ?

(3) The underlined sentence reveals the subject that interests Mrs.Bennet most. From the sentence can you discern why she is so excited?

IV. Essay Question：

In this part you are asked to choose one topic from the followings and write a short essay. You should concentrate on those important points and demonstrate your ideas with brief， apt episodes or quotations from the Text. Try your best to be logical in your essay. (within 500 words)

1.Gulliver has made four travels to Lilliput， Brobdingnag，Laputa， and the land of Houyhnhnms. His travels away from England bring the readers closer to the problems of the English society. Use two or three examples to explain what kinds of problems the novel has revealed.

2.Use examples from Oliver Twist or Jane Eyre to illustrate the major themes of the novel.

3.Select two major characters from Pride and Prejudice or Sense and Sensibility to analyze the characteristics of these characters.

4.Who is the real victim of Macbeth? How to understand its tragic factors? Use relative quotations to illustrate your viewpoints.

[英国文学期末试卷]

篇5：文艺复兴时期的绘画

高中美术教案：

课题：文艺复兴时期的绘画

课业类型： 欣赏课 高中美术教案：文艺复兴时期的绘画

课时安排： 1课时

教材分析：高中美术教案：文艺复兴时期的绘画

文艺复兴运动是14世纪下半叶到16世纪在意大利开始有遍及欧洲各地的一种文化变革，它被史学界肯定为西欧近代史上最伟大的一次思想文化运动。高中美术教案：文艺复兴时期的绘画，14世纪，资本主义的生产方式最先在意大利萌芽，文艺复兴运动最早出现于意大利，因此意大利的文艺复兴时期的绘画最具代表性。本课高中美术教案：文艺复兴时期的绘画着重以意大利的文艺复兴时期的绘画为主，其中又以其盛期的美术“三杰”的代表作来进行分析，从而使学生体悟到文艺复兴时期的绘画是以其活泼、健康、旺盛的人文精神冲击着刻板、冷漠、而沉郁的宗教灵魂，以鲜明的人性形象取代了神秘的宗教形象，以科学的真理矫正着宗教的愚顽，形成西方绘画史上人文主义艺术的高峰。

教学目的：

1、使学生能够了解文艺复兴时期绘画的总体风格和造型特点，能够掌握欣赏外国绘画作品的基本知识。

2、培养学生对外国绘画作品的欣赏能力。

3、使学生能够了解文艺复兴时期美术“三杰”对西方绘画艺术的重大贡献，学习艺术巨匠们勤奋、刻苦、钻研的精神。

教学重点：

1、通过对达·芬奇等人绘画作品的欣赏，了解文艺复兴时期绘画的总体风格和造型特点进而掌握这一时期审美观点的变迁。

2、学习艺术家们勤奋、刻苦的精神

教学难点：

从中世纪到文艺复兴时期转变的历史背景；两者绘画风格的不同点。

教具：

多媒体课件

教学手段：

观察，讲述，提问，讨论

教学过程：

一、提问导入：

1、欧洲文艺复兴它发生在什么时候、什么地点？

2、文艺复兴的开始的标志是什么？

3、它复兴的是什么时期的文化？

二、出示新课题《文艺复兴时期的绘画》，学生分组讲评名画，课代表记录分数

1、显示达芬奇的代表作《蒙娜·丽莎》图片。

提示学生从画中人物的外貌特征、精神气质去分析。

(从她的脸上，透过那微抿的嘴唇、微挑的眼角和微凝的双目，流露着一种恬静、淡雅而又神秘的微笑，自然、纯真、朴素地将一丝不易察觉的，充满着人性情感的内心活动透益出来。透过柔润而丰满的肌肤、精湛而准确的结构、自然而生动的姿态，感到一种富有青春生命力的血液在流动，这是活鲜而富有灵性的生命体。体现出人本身的价值和自然美感，宏扬了人文主义精神。)

2、显示中世纪绘画作品，分析比较《蒙娜·丽莎》与中世纪绘画的不同之处

（文艺复兴时期的绘画有两个主要的特点，首先是以其活泼、健康、旺盛的人文精神冲击着刻板、冷漠而沉郁的宗教灵魂；其次是以鲜明的人性形象取代了神秘的宗教形象。）

3、显示《最后的晚餐》学生分析讲评

4、显示波提切利的《春》 学生分析讲评

5、显示提香的《天上的爱和人间的爱》 学生分析讲评

6、显示拉斐尔的著名代表作《雅典学院》 学生分析讲评

7、显示拉斐尔的《西斯庭圣母》学生分析讲评

8、显示米开朗琪罗的《创世纪》书上没有此内容，教师简介

三、学生抢答，答正确的组加一分

课后思考

四、课堂小结，布置下一堂课内容

欧洲文艺复兴时期绘画

杭师院附高    罗雪峰

目标 ：使学生对欧洲文艺复兴时期绘画的主要成就及主要画家、作品有所了解、认识。开阔眼界、提高认识、增进知识，培养健康的的审美情趣和感受、体验、鉴赏艺术美的能力。

重点 ：引导学生认识绘画作品的思想内容及艺术成就。文艺复兴三杰介绍。

难点：文艺复兴运动的性质和重要的历史意义及取得高度艺术成就的原因。

准备 ：课件制作

课时 ：1课时

日期 ： xx年3月22日

过程 ：

学生和教师活动

组织：

导入：

文艺复兴作品与中世纪作品比较，请学生谈区别。

引出文艺复兴艺术出现的背景及运动的性质等。

希腊、罗马古典文化（幻灯显示）

展开：

1、《春》又名《春的寓意》（1476-1478）（木版蛋彩画）

想象：如果以春为题创作，你会画什么？

讨论——表达

看作品《春》分析（学生）

（内容）作者画的是什么？

（主题）为什么这样画？

（理解）在特定的背景下出现的，体现人文主义的特点。

看作品《维纳斯的诞生》

（补充）说明波提切利的画风。

2、《最后的晚餐》（1495-1497）（“油性蛋剂颜料”壁画）

请学生讲故事

（分析）《最后的晚餐》

画家如何表现人物的心情的？

（教师补充）画面的构图、主题

3、《西斯廷教堂天顶画》又名《创世纪》（1508-1512）

介绍米开朗基罗（教师）

欣赏分析作品

（比较）《大卫像》

为什么这样雕刻。

（理解）主题

作品《创世纪》

其它雕塑作品浏览说明米开朗基罗风格。

4、《椅中圣母》（1515）（木版油画）

看作品《椅中圣母》

（简述）创造了典范的理想美的艺术世界。

（浏览）《雅典学院》、《西斯庭圣母》

5、《阿尔诺非尼夫妇像》（1434）（木版油画）

看作品《阿尔诺非尼夫妇像》及局部

（教师讲述）

绘画材料改进

表现手法独创

6、《冬猎》又名《雪中猎人》（1565）（油画）

看作品《冬猎》、《农民舞蹈》

（简述）教师活动

小结：

文艺复兴艺术取得高度艺术成就的原因。

文艺复兴艺术的特点。

知识性内容

组织：

导入：

文艺复兴作品与中世纪作品比较，请学生谈区别。

引出文艺复兴艺术出现的背景及运动的性质等。

1、意大利出现了资本主义的萌芽，资产阶级发展资本主义的需要。

2、提倡复兴希腊、罗马古典文化（幻灯显示），反对封建思想意识和基督教神学。

3、倡导重视人的价值为核心的人本主义。

展开：

1、《春》又名《春的寓意》（1476-1478）（木版蛋彩画）

波提切利（1445-1510）意大利佛罗伦萨画派代表人物。作品宗教题材居多，是文艺复兴早期美术的主要特点之一。代表作《春》和《维纳斯的诞生》，是为佛罗伦萨统治者美第奇的一个远方兄弟绘制的，取材定画者、意大利诗人、人文主义者波利齐亚诺的诗文。

罗马神话故事表现春天的美和典雅。美的追求和爱的觉醒即对人性的追求是这一作品的主题。体现了文艺复兴时期对希腊、罗马古典文化的肯定和赞美。

平面装饰性和人物生动细腻的描绘是作者的艺术风格。

附：《维纳斯的诞生》（1486）（画布蛋彩画）

文艺复兴以来第一幅直接采用古典神话并首次描绘女性裸体形象的作品。

2、《最后的晚餐》（1495-1497）（“油性蛋剂颜料”壁画）

列奥纳多·达·芬奇（1452-1519）意大利杰出的画家、科学家、发明家。一生作品不多，具有鲜明的个人风格，善于使艺术创作和科学探索结合起来，富理性。晚年潜心科学研究，死后留下大量笔记手稿和草图，从物理数学以至生理解剖，无所不有。

《最后的晚餐》取材基督教圣经。是为米兰圣玛利亚·德拉格拉齐耶修道院饭厅而创作。“油性蛋剂颜料”壁画。作品表达了画家对善和恶、美与丑、崇高与卑鄙的鲜明爱憎。

附：《蒙娜丽莎》（1505）（木版油画）

作品完成于佛罗伦萨城，主题是对美的赞叹。

3、《西斯廷教堂天顶画》又名《创世纪》（1508-1512）

米开朗基罗（1475-1564）意大利最杰出的雕刻家、画家、建筑师。出生于佛罗伦萨。父亲是当地的一位行政长官，母亲在他幼年去世，是一位石匠的妻子抚养他长大。13岁父亲送他学画，一年后进艺术学校学习雕塑。14来到罗马城，得到为圣彼得大教堂做基督和圣母雕像的委托。23岁，创作了《圣母哀悼基督》，名扬四方。15xx年回到佛罗伦萨接受市政府委托雕刻了佛罗伦萨共和国的象征——《大卫像》。后来，教皇朱力二世召他建自己的陵园。其间，教皇召其去描绘西斯廷教堂天顶画。4年（1508-1512）一人完成了500多平方米的绘画。

《创世纪》人物多达300多人，分中央和左右两侧三部分。题材取自基督教关于上帝创造世界的传说。体现了画家对人的健美、力量和智慧的赞颂。

4、《椅中圣母》（1515）（木版油画）

拉斐尔（1483-1520）意大利最杰出的画家之一。出生在安布里亚，最初在作坊学习，形成了宁静优雅的艺术风格。研究古代作品和佛罗伦萨大师作品，把他们的庄严、完整和科学性同自己的柔和、宁静风格结合，创造了典范的理想美的艺术世界。

《椅中圣母》（构图、色彩）

5、《阿尔诺非尼夫妇像》（1434）（木版油画）

扬·凡·埃克（约1390-1441）尼德兰著名画家。“尽我所能”是他的艺术格言。观察入微、描绘细致，重视对人物性格的描绘，注意空间构成的处理和光色的表现。

《阿尔诺非尼夫妇像》运用改革后的油画颜料和油画技法绘制；表现手法新颖有独创性。

6、《冬猎》又名《雪中猎人》（1565）（油画）

彼得·勃鲁盖尔（约1525-1569）尼德兰著名画家。作品题材广泛，尤以描写农民生活著称于世。有“农民勃鲁盖尔”之称。

小结：

文艺复兴艺术取得高度艺术成就的原因。（学生小结）

a、思想解放。

b、古希腊、古罗马美术中吸取了营养。

c、科学透视法和油画材料、技法的改进。

文艺复兴艺术的特点。

理性的宗教信仰代替了绝对的神权，以追求财富和世俗生活的享受代替了禁欲主义，以科学的发展代替了中世纪的愚昧。

后记：

10、教学内容过多，没有上完。讲到扬·凡·埃克的作品就完了。波提切利作品应该简述。学生的时间可以更多点。

篇6：当代英国文学论文

浅谈大学英语教育中英美文学类课程的优化

大学英语教育是普通高校课程中的重要科目之一，是大学生在大一和大二期间的必修课程，重要性不言而喻。

在当今社会，对英语的要求越来越高，大学生的英语水平也面临着挑战。

在大学阶段，英语语言知识和语用知识已经不能满足大学生的英语学习。

本着大学英语课程设置向多元化发展的目标，在大学英语教学改革中，不再只是单单重视学生听、说、读、写等能力，在课程中引入了英美文学类课程，可以更好地提高大学生对英美文化的理解，对英语运用能力的提高也有很大的促进作用。

一、英美文学类课程的特色

文学这一概念是由历史文化决定的。

在英美国家发展的长河中，留下了璀璨的文化，包含着独特的社会结构和思想，并且影响着英语语言的发展。

1.英美文学中的时代因素。

英美文学的'创作与社会的发展是不可分割的，作家在当时的社会背景下，受社会意识和其他综合因素的影响，创作出影响深远的作品。

例如，英国二十世纪的著名小说家劳伦斯，他的作品和风格中现实主义尤其凸显，在《菊花香》这部作品中，作者以自己的家乡为写作背景，突出描写了劳伦斯家乡诺丁汉郡的风土人情与自然风光，让人们在阅读作品时，能够在头脑中，形成二十世纪一个英国郡的三维立体画面，形象生动。

在作品的写实描写中，读者也能感受到矿工家庭的心酸血泪，生活艰难不已。

作者以自身的家庭背景和生活环境为蓝本，精心地加工和描绘，把二十世纪英国工业发展迅速以及工业革命的发展为工人阶级带来的变化深刻地展现在了人们面前。

在每一本著作的创作中，作家都是深受社会的发展所影响的，作品能够很好地反映现实环境、历史环境和人文环境。

在大学英语教育中的英美文学类课程需要在当时的现实环境、历史环境和人文环境中去解读，在理清人物背景、时代背景等当时社会发展情况后，再去解析和欣赏英美文学作品。

2.英美文学中的历史因素。

文学是在时代的发展中产生的，受社会的发展和变革影响，文学受时代发展的影响同时也反映了当时社会发展的特点。

每一本传承后世的作品都深受时代发展和变革的影响。

在英国从文艺复兴运动到批判现实主义时期中，产生了大量的优秀文学作品。

就美国而言，两次世界大战对美国的文化影响是巨大的。

美国的城市和工业在世界大战期间的发展对美国这个时期的优秀作品产生了深远影响，这个时期的作品多数描述了当时社会人们的内心世界，使内心的境界和精神的世界得到了很好的升华，同时也表现了当时人们对生命的呐喊，在文学形势和内容上实现了很好的创新。

在大学英语教育中英美文学课程中，要理解和分析优秀的英美文学作品，要理解当时的历史环境。

历史发展进程中的事件对文学作品的发展影响巨大，只有在理解历史背景的前提下，才能更好地理解作者当时创作作品的心理状态和作品要表达的情感和内涵，对鉴赏优秀文学作品的创作和分析风格有很好的作用。

理解文学作品的历史意义，现实意义和文学价值，在作品中感受英文化的沉淀，才能实现开设英美文学类课程的实际意义，提高大学生的英语语言素养和文化素养。

篇7：当代英国文学论文

浅论大学公共英语教学中英美文学的渗透

伴随着基础教育改革范围的逐渐扩大，大学公共英语教学的形势发生了前所未有的转变，传统只注重成绩、分数的落后形式逐渐被素质、能力所取代，学生的内在素质、内在涵养等等成为教育教学的根本。

英美文学，是对外国文化和语言的一种承载，是对外国习俗风情的一种记载。

将英美文学以知识的形式渗透于大学公共英语教学中，以跨文化的形式培养学生的外语交际能力、培养学生的鉴赏能力和品析能力，以西方优秀的人文智慧和时代背景熏陶和感染学生的素质修养，让学生的人文素质与道德修养因此而得到有效的培养。

一、大学公共英语教学中渗透英美文学的现实意义

1.实现学生内在修养与素质的实质提升

素质教育是现代教育改革的核心，也是现代教学的根本。

大学公共英语教学是高等教育中不可或缺的重要成分，是拓展学生文化视野和知识界面的重点课程。

将英美文学渗透到大学公共英语教学中，可以填补大学公共英语课程中缺少的教学因素，深化培养学生的审美能力、欣赏能力，以文艺甘泉修养和陶冶学生的性情，让学生的内在修养和素质得到实质性的提升。

2.实现学生主体对英美文化的深入了解

在英美文学作品中，蕴含着外国的国家文化和区域文化，承载着一个国家悠久的文化体系，记录着一个国家深厚的背景文化。

将英美文学作品渗透到大学公共英语教学中，不但可以让学生在阅读中获得外国文化知识，还能让学生深入了解英美等国家的民俗风情、文化内涵、交际礼仪等等，让学生的跨文化交流能力得到有效提升。

3.实现学生主体鉴赏能力的有效培养

大学公共英语教学，不能仅仅注重知识与技能的单纯传递，还要注重学生内在素养、素质的有效培养。

英美文学作品的范围相当广泛，不仅包含历史文化、社会科学，还包含一定的艺术知识、伦理知识。

将英美文学渗透到大学公共英语教学中，要突破传统教学形式下只注重知识与技能的培养层面，而要立足于学生文学艺术的欣赏和品鉴，让学生主体的鉴赏能力、认识能力因此而得到有效提升和实际培养。

二、大学公共英语教学中渗透英美文学的主要策略

1.根据大学公共英语课程设置配套的英美文学教学内容

伴随着大学生英语水平的逐渐提升，大学公共英语教学课堂的安排越来越成熟，课程教学体系也越来越丰富。

但是仅仅在大学公共英语教学中增设文学要素是无法满足学生主体的内在发展需要的，更无法从根本上塑造和培养学生的内在素质和性情的。

所以，作为大学公共英语教学的任课教师，当务之急便是对当前的英语教学课程进行重新设置，要立足于学生主体在英语水平上的不同差异，着眼于学生主体内在的差异需求，

以学生的兴趣和和能力为基础对大学公共英语课程体系进行优化创新，根据学生的接受能力和基础水平差异化地制定与大学公共英语课程配套式的英美文学教学目标和教学内容，

让学生在兴趣的支配下主动、积极地参与到英美文学作品的教学活动中，让不同专业的学生、不同英语水平的学生都能够在英美文学的不断渗透中实现全面发展。

2.精心设计和选择英美文学教学内容

在现存的大学公共英语课程教学体系中，关于英美文学的教学内容也仅仅局限在文学类和史学类，教师对于这些知识的讲述也仅仅是枯燥的陈述、死板的讲解，学生的学习兴趣和学习积极性因此而挫败。

所以，作为大学公共英语的任课教师，要打破传统英美文学教学的局限，改变传统教师主讲英美文学知识的课堂形式，鼓励学生自主去探索和挖掘英美文学作品中的本质内涵。

教师还要重新规划和设计英美文学教学的内容，将不同体裁的英美文学作品巧妙地融入大学公共英语课程教学中，让学生的英美文学学习范围可以变得更加广阔，让学生的文化视野因此而变得宽阔。

3.科学的选择和优化英美文学的教学方法

作为大学公共英语课程的任课教师，要彻底打破传统填鸭式教学方式的桎梏，要根据现代课程改革的要求科学地选择和优化英美文学课程的教学方式，改变传统只依靠书本进行知识传递的落后形式，合理地选择技术手段，科学地优化教学方式。

作为教师，可以以多媒体视频或电子书的形式向学生展示英美文学作品，鼓励学生带着任务去鉴赏和品赏英美文学作品，以图文并茂的形式让学生直观地感受英美文学作品的高深内涵，让学生自主探究的兴趣因此而得到提升，让学生在身临其境中感知英美文学作品的独特魅力。

总之，将英美文学渗透到大学公共英语教学中，是相当富有现实性意义与实践性价值的。

所以，作为大学公共英语教学的教师，要深入挖掘英美文学作品中所蕴含的内在价值，鼓励和引导学生积极地参与到英美文学的教学中，让学生的文化视野因此得到拓展，让学生的文化素养因此而得到提升。

篇8：英国文学简史笔记

英国文学简史笔记

A Concise1 History of British Literature

Chapter 1 English Literature of Anglo-Saxon Period

I.Introduction

1. The historical background

(1) Before the Germanic invasion

(2) During the Germanic invasion

a. immigration;

b. Christianity;

c. heptarchy.来源：考试大

d. social classes structure: hide-hundred; eoldermen (lord) – thane - middle class (freemen) - lower class (slave or bondmen: theow);

e. social organization: clan3 or tribes.

f. military Organization;

g. Church function: spirit, civil service, education;

h. economy: coins, trade, slavery;

i. Feasts and festival: Halloween, Easter; j. legal system.

2. The Overview4 of the culture

(1) The mixture of pagan and Christian2 spirit.

(2) Literature: a. poetry: two types; b. prose: two figures.

II.Beowulf.来源：www.examda.com

1. A general introduction.

2. The content.考试大(www.Examda。com)

3. The literary features.

(1) the use of alliteration5

(2) the use of metaphors6 and understatements

(3) the mixture of pagan and Christian elements

III.The Old English Prose

1.What is prose?

2.figureswww.Examda.CoM

(1)The Venerable Bede

(2)Alfred the Great

Chapter 2 English Literature of the Late Medieval Ages I.Introduction

1. The Historical Background.

(1) The year 1066: Norman Conquest.

(2) The social situations soon after the conquest.

A. Norman nobles and serfs;

B. restoration of the church.

(3) The 11th century.

A. the crusade and knights8.

B. dominance of French and Latin;

(4) The 12th century.

A. the centralized government;

B. kings and the church (Henry II and Thomas);

(5) The 13th century.

A. The legend of Robin9 Hood10;

B. Magna Carta (1215);

C. the beginning of the Parliament

D. English and Latin: official languages (the end)

(6) The 14th century.

a. the House of Lords and the House of Commons—conflict between the Parliament and Kings;

b. the rise of towns.www.Examda.CoM

c. the change of Church.

d. the role of women.

e. the Hundred Years' War—starting.

f. the development of the trade: London.

g. the Black Death.www.Examda.CoM

h. the Peasants' Revolt—1381.

i. The translation of Bible by Wycliff.

(7) The 15th century.

a. The Peasants Revolt (1453)

b. The War of Roses between Lancasters and Yorks.

c. the printing-press—William Caxton.

d. the starting of Tudor Monarchy(1485)

2. The Overview of Literature.

(1) the stories from the Celtic lands of Wales and Brittany—great myths of the Middle Ages.

(2) Geoffrye of Monmouth—Historia Regum Britanniae—King Authur.

(3) Wace—Le Roman de Brut.

(4) The romance.

(5) the second half of the 14th century: Langland, Gawin poet, Chaucer.

II.Sir Gawin and Green Knight7.

1. a general introduction.

2. the plot.

III.William Langland.

1. Life

2. Piers11 the Plowman

IV.Chaucer

1. Life

2. Literary Career: three periods

(1) French period

(2) Italian period

(3) master period

3. The Canterbury Tales

A. The Framework;

B. The General Prologue12;

C. The Tale Proper.

4. His Contribution.

(1) He introduced from France the rhymed stanza13 of various types.

(2) He is the first great poet who wrote in the current English language.

(3) The spoken English of the time consisted of several dialects, and Chaucer did much in making the dialect of London the standard for the modern English speech.

V. Popular Ballads14.

VI.Thomas Malory and English Prose

VII.The beginning of English Drama.

1. Miracle Plays.

Miracle play or mystery play is a form of medieval drama that came from dramatization of the liturgy15 of the Roman Catholic Church. It developed from the 10th to the 16th century, reaching its height in the 15th century. The simple lyric16 character of the early texts was enlarged by the addition of dialogue and dramatic action. Eventually the performance was moved to the churchyard and the marketplace.

2. Morality Plays.

A morality play is a play enforcing a moral truth or lesson by means of the speech and action of characters which are personified abstractions – figures representing vices17 and virtues18, qualities of the human mind, or abstract conceptions in general.

3. Interlude.

The interlude, which grew out of the morality, was intended, as its name implies, to be used more as a filler than as the main part of an entertainment. As its best it was short, witty19, simple in plot, suited for the diversion of guests at a banquet, or for the relaxation20 of the audience between the divisions of a serious play. It was essentially21 an indoors performance, and generally of an aristocratic nature.

Chapter 3 English Literature in the Renaissance1 I.A Historical Background

II.The Overview2 of the Literature (1485-1660)

Printing press—readership—growth of middle class—trade-education for laypeople-centralization of power-intellectual life-exploration-new impetus3 and direction of literature.

Humanism-study of the literature of classical antiquity4 and reformed education.

Literary style-modeled on the ancients.

The effect of humanism-the dissemination5 of the cultivated, clear, and sensible attitude of its classically educated adherents6.

1. poetry

The first tendency by Sidney and Spenser: ornate, florid, highly figured style.

The second tendency by Donne: metaphysical style—complexity and ingenuity7.

The third tendency by Johnson: reaction——Classically pure and restrained style.

The fourth tendency by Milton: central Christian8 and Biblical tradition.

2. Drama

a. the native tradition and classical examples.

b. the drama stands highest in popular estimation: Marlowe – Shakespeare – Jonson.

3. Prose

a. translation of Bible;

b. More;

c. Bacon.

II.English poetry.

1. Sir Thomas Wyatt and Henry Howard (courtly makers9)

(1) Wyatt: introducing sonnets11.

(2) Howard: introducing sonnets and writing the first blank verse.

2. Sir Philip Sidney—poet, critic, prose writer

(1) Life:

a. English gentleman;

b. brilliant and fascinating personality;

c. courtier.

(2) works

a. Arcadia: pastoral romance;

b. Astrophel and Stella (108): sonnet10 sequence to Penelope Dvereux—platonic devotion.

Petrarchan conceits12 and original feelings-moving to creativeness—building of a narrative13 story; theme-love originality-act of writing.

c. Defense14 of Poesy: an apology for imaginative literature—beginning of literary criticism.

3. Edmund Spenser

(1) life: Cambridge - Sidney's friend - “Areopagus” – Ireland - Westminster Abbey.

(2) works

a. The Shepherds Calendar: the budding of English poetry in Renaissance.

b. Amoretti and Epithalamion: sonnet sequence

c. Faerie Queene:

l The general end——A romantic and allegorical epic—steps to virtue15.

l 12 books and 12 virtues16: Holiness, temperance, justice and courtesy.

l Two-level function: part of the story and part of allegory (symbolic17 meaning)

l Many allusions18 to classical writers.

l Themes: puritanism, nationalism, humanism and Renaissance Neoclassicism—a Christian humanist.

(3) Spenserian Stanza19.

III.English Prose

1. Thomas More

(1) Life: “Renaissance man”, scholar, statesman, theorist, prose writer, diplomat20, patron of arts

a. learned Greek at Canterbury College, Oxford21;

b. studies law at Lincoln Inn;

c. Lord Chancellor22;

d. beheaded.

(2) Utopia: the first English science fiction.

Written in Latin, two parts, the second—place of nowhere.

A philosophical23 mariner24 (Raphael Hythloday) tells his voyages in which he discovers a land-Utopia.

a. The part one is organized as dialogue with mariner depicting25 his philosophy.

b. The part two is a description of the island kingdom where gold and silver are worn by criminal, religious freedom is total and no one owns anything.

c. the nature of the book: attacking the chief political and social evils of his time.

d. the book and the Republic: an attempt to describe the Republic in a new way, but it possesses an modern character and the resemblance is in externals.

e. it played a key role in the Humanist awakening26 of the 16th century which moved away from the Medieval otherworldliness towards Renaissance secularism27.

f. the Utopia

(3) the significance.

a. it was the first champion of national ideas and national languages; it created a national prose, equally adapted to handling scientific and artistic28 material.

b. a elegant Latin scholar and the father of English prose: he composed works in English, translated from Latin into English biography, wrote History of Richard III.

2. Francis Bacon: writer, philosopher and statesman

(1) life: Cambridge - humanism in Paris – knighted - Lord Chancellor – bribery29 - focusing on philosophy and literature.

(2) philosophical ideas: advancement30 of science—people:servants and interpreters of nature—method: a child before nature—facts and observations: experimental.

(3) “Essays”: 57.

a. he was a master of numerous and varied31 styles.

b. his method is to weigh and balance maters, indicating the ideal course of action and the practical one, pointing out the advantages and disadvantages of each, but leaving the reader to make the final decisions. (arguments)

IV.English Drama

1. A general survey.

(1) Everyman marks the beginning of modern drama.

(2) two influences.

a. the classics: classical in form and English in content;

b. native or popular drama.

(3) the University Wits.

2. Christopher Marlowe: greatest playwright32 before Shakespeare and most gifted of the Wits.

(1) Life: first interested in classical poetry—then in drama.

(2) Major works

a. Tamburlaine;

b. The Jew of Malta;

c. The Tragical33 History of Doctor Faustus.

(3) The significance of his plays.

V. William Shakespeare

1. Life

(1) 1564, Stratford-on-Avon;

(2) Grammar School;

(3) Queen visit to Castle;

(4) marriage to Anne Hathaway;

(5) London, the Globe Theatre: small part and proprietor34;

(6) the 1st Folio, Quarto;

(7) Retired35, son—Hamnet; H. 1616.

2. Dramatic career

3. Major plays-men-centered.

(1) Romeo and Juliet——tragic love and fate

(2) The Merchant of Venice.

Good over evil.

Anti-Semitism.

(3) Henry IV.

National unity36.

Falstaff.

(4) Julius Caesar

Republicanism vs. dictatorship.

(5) Hamlet

Revenge

Good/evil.

(6) Othello

Diabolic character

jealousy37

gap between appearance and reality.

(7) King Lear

Filial ingratitude38

(8) Macbeth

Ambition vs. fate.

(9) Antony and Cleopatra.

Passion vs. reason

(10) The Tempest

Reconciliation39; reality and illusion.

3. Non-dramatic poetry

(1) Venus and Adonis; The Rape40 of Lucrece.

(2) Sonnets:

a. theme: fair, true, kind.

b. two major parts: a handsome young man of noble birth; a lady in dark complexion41.

c. the form: three quatrains and a couplet.

d. the rhyme scheme: abab, cdcd, efef, gg.

VI.Ben Jonson

1. life: poet, dramatist, a Latin and Greek scholar, the “literary king” (Sons of Ben)

2.contribution:

(1) the idea of “humour”.

(2) an advocate of classical drama and a forerunner42 of classicism in English literature.

3. Major plays

(1) Everyone in His Humour—“humour”; three unities43.

(2) Volpone the Fox

justify23”> Chapter 4 English Literature of the 17th Century I.A Historical Background

II.The Overview1 of the Literature (1640-1688)

1. The revolution period

(1) The metaphysical poets;

(2) The Cavalier poets.

(3) Milton: the literary and philosophical2 heritage of the Renaissance3 merged4 with Protestant political and moral conviction

2. The restoration period.

(1) The restoration of Charles II ushered5 in a literature characterized by reason, moderation, good taste, deft6 management, and simplicity7. (school of Ben Jonson)

(2) The ideals of impartial8 investigation9 and scientific experimentation10 promoted by the newly founded Royal Society of London for Improving Natural Knowledge (1662) were influential11 in the development of clear and simple prose as an instrument of rational communication.

(3) The great philosophical and political treatises12 of the time emphasize rationalism.

(4) The restoration drama.

(5) The Age of Dryden.

III.John Milton

1. Life: educated at Cambridge—visiting the continent—involved into the revolution—persecuted—writing epics13.

2. Literary career.

(1) The 1st period was up to 1641, during which time he is to be seen chiefly as a son of the humanists and Elizabethans, although his Puritanism is not absent. L'Allegre and IL Pens eroso (1632) are his early masterpieces, in which we find Milton a true offspring of the Renaissance, a scholar of exquisite15 taste and rare culture. Next came Comus, a masque. The greatest of early creations was Lycidas, a pastoral elegy16 on the death of a college mate, Edward King.

(2) The second period is from 1641 to 1654, when the Puritan was in such complete ascendancy17 that he wrote almost no poetry. In 1641, he began a long period of pamphleteering for the puritan cause. For some 15 years, the Puritan in him alone ruled his writing. He sacrificed his poetic18 ambition to the call of the liberty for which Puritans were fighting.

(3) The third period is from 1655 to 1671, when humanist and Puritan have been fused into an exalted19 entity20. This period is the greatest in his literary life, epics and some famous sonnets21. The three long poems are the fruit of the long contest within Milton of Renaissance tradition and his Puritan faith. They form the greatest accomplishments22 of any English poet except Shakespeare. In Milton alone, it would seem, Puritanism could not extinguish the lover of beauty. In these works we find humanism and Puritanism merged in magnificence.

3. Major Works

(1) Paradise Lost

a. the plot.

b. characters.

c. theme: justify the ways of God to man.

(2) Paradise Regained24.

(3) Samson Agonistes.

4. Features of Milton's works.

(1) Milton is one of the very few truly great English writers who is also a prominent figure in politics, and who is both a great poet and an important prose writer. The two most essential things to be remembered about him are his Puritanism and his republicanism.

(2) Milton wrote many different types of poetry. He is especially a great master of blank verse. He learned much from Shakespeare and first used blank verse in non-dramatic works.

(3) Milton is a great stylist. He is famous for his grand style noted25 for its dignity and polish, which is the result of his life-long classical and biblical study.

(4) Milton has always been admired for his sublimity26 of thought and majesty27 of expression.

IV.John Bunyan

1. life:

(1) puritan age;

(2) poor family;

(3) parliamentary army;

(4) Baptist society, preacher;

(5) prison, writing the book.

2. The Pilgrim Progress

(1) The allegory in dream form.

(2) the plot.

(3) the theme.

V. Metaphysical Poets and Cavalier Poets.

1. Metaphysical Poets

The term “metaphysical poetry” is commonly used to designate the works of the 17th century writers who wrote under the influence of John Donne. Pressured by the harsh, uncomfortable and curious age, the metaphysical poets sought to shatter myths and replace them with new philosophies, new sciences, new words and new poetry. They tried to break away from the conventional fashion of Elizabethan love poetry, and favoured in poetry for a more colloquial28 language and tone, a tightness of expression and the single-minded working out of a theme or argument.

2. Cavalier Poets

The other group prevailing29 in this period was that of Cavalier poets. They were often courtiers who stood on the side of the king, and called themselves “sons” of Ben Jonson. The Cavalier poets wrote light poetry, polished and elegant, amorous30 and gay, but often superficial. Most of their verses were short songs, pretty madrigals, love fancies characterized by lightness of heart and of morals. Cavalier poems have the limpidity31 of the Elizabethan lyric32 without its imaginative flights. They are lighter33 and neater but less fresh than the Elizabethan's.

VI.John Dryden.

1. Life:

(1) the representative of classicism in the Restoration.

(2) poet, dramatist, critic, prose writer, satirist34.

(3) changeable in attitude.

(4) Literary career—four decades.

(5) Poet Laureate

2. His influences.

(1) He established the heroic couplet as the fashion for satiric35, didactic, and descriptive poetry.

(2) He developed a direct and concise36 prose style.

(3) He developed the art of literary criticism in his essays and in the numerous prefaces to his poems.

Chapter 5 English Literature of the 18th Century I.Introduction

1. The Historical Background.

2. The literary overview.

(1) The Enlightenment.

(2) The rise of English novels.

When the literary historian seeks to assign to each age its favourite form of literature, he finds no difficulty in dealing37 with our own time. As the Middle Ages delighted in long romantic narrative38 poems, the Elizabethans in drama, the Englishman of the reigns39 of Anne and the early Georges in didactic and satirical verse, so the public of our day is enamored of the novel. Almost all types of literary production continue to appear, but whether we judge from the lists of publishers, the statistics of public libraries, or general conversation, we find abundant evidence of the enormous preponderance of this kind of literary entertainment in popular favour.

(3) Neo-classicism: a revival40 in the seventeenth and eighteenth centuries of classical standards of order, balance, and harmony in literature. John Dryden and Alexander Pope were major exponents41 of the neo-classical school.

(4) Satiric literature.

(5) Sentimentalism

II.Neo-classicism. (a general description)

1. Alexander Pope

(1)Life:

a.Catholic family;

b.ill health;

c.taught himself by reading and translating;

d.friend of Addison, Steele and Swift.

(2)three groups of poems:

e.An Essay on Criticism (manifesto42 of neo-classicism);

f. The Rape43 of Lock;

g.Translation of two epics.

(3)His contribution:

h.the heroic couplet—finish, elegance44, wit, pointedness45;

i.satire46.

(4) weakness: lack of imagination.

2. Addison and Steele

(1) Richard Steele: poet, playwright47, essayist, publisher of newspaper.

(2) Joseph Addison: studies at Oxford48, secretary of state, created a literary periodical “Spectator” (with Steele, 1711)

(3) Spectator Club.

(4) The significance of their essays.

a. Their writings in “The Tatler”, and “The Spectator” provide a new code of social morality for the rising bourgeoisie.

b. They give a true picture of the social life of England in the 18th century.

c. In their hands, the English essay completely established itself as a literary genre49. Using it as a form of character sketching50 and story telling, they ushered in the dawn of the modern novel.

3. Samuel Johnson—poet, critic, essayist, lexicographer51, editor.

(1)Life:

a.studies at Oxford;

b.made a living by writing and translating;

c.the great cham of literature.

(2) works: poem (The Vanity of Human Wishes, London); criticism (The Lives of great Poets); preface.

(3) The champion of neoclassical ideas.

III.Literature of Satire: Jonathan Swift.

1.Life:

(1)born in Ireland;

(2)studies at Trinity College;

(3)worked as a secretary;

(4)the chief editor of The Examiner;

(5)the Dean of St. Patrick's in Dublin.

2. Works: The Battle of Books, A Tale of a Tub, A Modest Proposal, Gulliver's Travels.

3. Gulliver's Travels.

Part I. Satire—the Whig and the Tories, Anglican Church and Catholic Church.

Part II. Satire—the legal system; condemnation52 of war.

Part III. Satire—ridiculous scientific experiment.

Part IV. Satire—mankind.

IV.English Novels of Realistic tradition.

1. The Rise of novels.

(1)Early forms: folk tale – fables53 – myths – epic14 – poetry – romances – fabliaux – novelle - imaginative nature of their material. (imaginative narrative)

(2)The rise of the novel

a.picaresque novel in Spain and England (16th century): Of or relating to a genre of prose fiction that originated in Spain and depicts54 in realistic detail the adventures of a roguish hero, often with satiric or humorous effects.

b.Sidney: Arcadia.

c. Addison and Steele: The Spectator.

(plot and characterization and realism)

(3) novel and drama (17the century)

2. Daniel Defoe—novelist, poet, pamphleteer, publisher, merchant, journalist.)

(1)Life:

a.business career;

b.writing career;

c.interested in politics.

(2) Robinson Cusoe.

a. the story.

b. the significance of the character.

c. the features of his novels.

d. the style of language.

3. Henry Fielding—novelist.

(1)Life:

a.unsuccessful dramatic career;

b.legal career; writing career.

(2) works.

(3) Tom Jones.

a.the plot;

b.characters: Tom, Blifil, Sophia;

c.significance.

(4) the theory of realism.

(5) the style of language.

V. Writers of Sentimentalism.

1. Introduction

2. Samuel Richardson—novelist, moralist (One who is unduly55 concerned with the morals of others.)

(1)Life:

a.printer book seller;

b.letter writer.

(2) Pamela, Virtue56 Rewarded.

a.the story

b.the significance

Pamela was a new thing in these ways:

a) It discarded the “improbable and marvelous” accomplishments of the former heroic romances, and pictured the life and love of ordinary people.

b) Its intension was to afford not merely entertainment but also moral instruction.

c) It described not only the sayings and doings of characters but their also their secret thoughts and feelings. It was, in fact, the first English psycho-analytical novel.

3. Oliver Goldsmith—poet and novelist.

A. Life:

a.born in Ireland;

b.a singer and tale-teller, a life of vagabondage;

c.bookseller;

d.the Literary Club;

e.a miserable57 life;

f. the most lovable character in English literature.

B. The Vicar of Wakefield.

a.story;

b.the signicance.

VI.English Drama of the 18th century

1. The decline of the drama

2. Richard Brinsley Sheriden

A. life.

B. works: Rivals, The School for Scandals.

C. significance of his plays.

a. The Rivals and The School for Scandal are generally regarded as important links between the masterpieces of Shakespeare and those of Bernard Shaw, and as true classics in English comedy.

b. In his plays, morality is the constant theme. He is much concerned with the current moral issues and lashes58 harshly at the social vices59 of the day.

c. Sheridan's greatness also lies in his theatrical60 art. He seems to have inherited from his parents a natural ability and inborn61 knowledge about the theatre. His plays are the product of a dramatic genius as well as of a well-versed theatrical man.

d. His plots are well-organized, his characters, either major or minor62, are all sharply drawn63, and his manipulation of such devices as disguise, mistaken identity and dramatic irony64 is masterly. Witty65 dialogues and neat and decent language also make a characteristic of his plays.

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